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1.
Yanyan Sun Fei Gao 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1241-1259
While the development of digital technologies provides generous resources for educational practices, how the use of information and communication technology (ICT) supports instructional reforms in schools still needs further exploration. The purpose of the study is to understand the roles of school leaders and teachers play in an instructional reform supported by ICT as well as how these roles interact with each other. The study selected a Chinese middle-high school that successfully had a school-wide instructional reform supported by ICT as an exemplary case and collected data through document analysis, interviews and observations. The results indicated that the school leadership was critical in the instructional reform. While the executive vice principal was in an essential position as an initiator and strategic planner, the leadership was distributed and stretched over in the school. The school built supporting pedagogical and organizational systems for continuous and collaborative learning and helped the teachers develop four new roles: learners, facilitators to student-centered learning, collaborators and researchers. 相似文献
2.
《Africa Education Review》2013,10(2):236-253
AbstractThe demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning. 相似文献
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Hannele Niemi Heikki Kynäslahti Sanna Vahtivuori-Hänninen 《Learning, Media and Technology》2013,38(1):57-71
The article discusses how to strengthen educational use of information and communication technology (ICT) in Finnish schools. The conceptions and experiences of the successful integration of ICT in everyday school settings are reported. Participant observations in 20 schools in different parts of Finland were carried out, including discussions with principals and teachers. The results show that when promoting new technology and practices in schools, many components overlap and support each other. The following six main characteristics of successful integration were identified: (1) ICT included in strategic planning, as part of school culture, (2) teaching and learning methods facilitating participation and leading to empowerment, (3) flexible curriculums, (4) high investments in communication, (5) optimum leadership and management, and (6) teaching staff's strong capacity and commitment. The research indicates that an open school culture allows staff to take risks when applying new technology, creates learning environments and empowers learners. 相似文献
5.
Birgit Eickelmann Julia Gerick Christian Koop 《Education and Information Technologies》2017,22(4):1527-1551
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers’ attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students’ mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning. 相似文献
6.
In this article UK governmental policy imperatives to apply new forms of information and communications technology (ICT) to school improvement are explored, with particular reference to the National Curriculum for England and Wales. The analysis juxtaposes the piecemeal, random way in which ICT is used in National Curriculum programmes of study and schemes of work with the government rhetoric that requires coherent planning and integration of ICT within all aspects of teaching learning. The article argues that this contradiction within the policy process could be overcome if a stronger conceptualization of teachers' professional knowledge was embraced. An example of such a conceptualization is presented and this is exemplified by accounts of teachers' development of ICT within their pedagogic practice. 相似文献
7.
Jo Tondeur Don Krug Mike Bill Maaike Smulders Chang Zhu 《Technology, Pedagogy and Education》2013,22(5):565-584
This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed-method research approach, the authors collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader programme focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise and 5) access to adequate resources. The discussion centres on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education. 相似文献
8.
Bj?rn Stensaker Peter Maassen Monika Borgan Mette Oftebro Berit Karseth 《Higher Education》2007,54(3):417-433
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education. 相似文献
9.
As a secondary analysis of SITES 2006, this paper aims to explore the school leadership factors that potentially affect teachers’ pedagogical orientations. The exploration is guided by four questions: (1) How do we describe school leadership factors? (2) What are the principals’ perceptions about pedagogy and ICT use? (3) What are the teachers’ perceptions about pedagogical orientations? and (4) How does the school leadership associate with teachers’ pedagogical orientations? Eight school leadership constructs were identified, which cover four areas: learning goals, priority for resource allocation, types of assessment, and priority of competencies for school leadership to acquire. The findings also indicate a gap between principals’ and teachers’ perceptions on pedagogy and ICT use in Hong Kong. 相似文献
10.
Susanne Owen Dharma Palekahelu Toar Sumakul Eko Sekiyono Gerald White 《Teacher Development》2018,22(4):447-463
Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning. 相似文献
11.
Ruben Vanderlinde Sara Dexter Johan van Braak 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):505-519
Schools are more and more encouraged to write a school‐based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy plans and ICT policy planning is rather general and underdeveloped. In this study, the content of school‐based ICT policy plans and underlying policy processes is explored. Data were gathered in 31 primary schools in Flanders: the schools' ICT policy plan was submitted to a content analysis, and a semi‐structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people and making the organization work), we identified three types of ICT policy plans: (1) an ICT policy plan as a vision blueprint, (2) a technical inventory and (3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, we found a variety of different approaches in the processes used to create and execute such plans, such as the support of ICT training activities, data‐driven decision‐making processes and monitoring activities. 相似文献
12.
This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a relative low percentage of frequently ICT-using mathematics teachers (LOMA countries). Meaningful effect sizes (≤?0.5 or ≥0.5) for 29% of the items in the SITES 2006 database were found. The findings suggest that mathematics teachers in HIMA countries, more than in LOMA countries apply a learner-centered approach in their educational practice and have a focus on life long learning competencies. In addition, compared to LOMA countries, school leaders in HIMA countries, are active in stimulating the use of ICT and encouraging teachers to apply new ways of teaching and learning. The school level items of the SITES 2006 database with meaningful effect size were factor-analyzed resulting in five factors: 1. active communication, 2. school leadership development, 3. assessment orientation, 4. ICT use by school leaders and 5. Bottom–up change orientation. Country profile scores for HIMA and LOMA countries and for culturally comparable countries were generated to illustrate how these country profiles can be used to inform ICT policy. 相似文献
13.
This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum. 相似文献
14.
Sara Isabel Moça Ramos António Manuel Valente de Andrade 《Education and Information Technologies》2016,21(3):625-641
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students. 相似文献
15.
Mercedes González-Sanmamed Pablo-César Muñoz-Carril 《Technology, Pedagogy and Education》2017,26(5):633-647
Teachers’ attitudes towards technology are crucial to foster its use in schools and to improve its educational affordances and this is still a topic for research. This article relates the attitudes school teachers have towards information and communication technologies (ICT) with the different levels of technology integration in schools. A multiple case-study research methodology was applied, and in which the school was the unit of sampling used. Thirty-five schools from eight Spanish regions were selected, and 1222 questionnaires were collected, representing 78.9% of the sample. Three combined variables were utilised to classify schools in four different levels of technology integration. Results suggest level 4 school teachers exhibit better attitudes towards ICT, which results in creating a positive circle which improves the learning process. This becomes relevant for teacher education and professional development, as effective ICT integration in the classroom can perform as a catalyst for educational innovation. 相似文献
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Leadership for Open and Flexible Learning 总被引：1，自引：1，他引：0
Universities are responding to demands to be more inclusive, accountable, entrepreneurial and self-sustaining by seeking solutions in open and flexible learning and information and communications technology (ICT). Such applications are being transformed from equity-driven and marginal in a few universities to commercially-driven and mainstream across higher education systems. Open learning and ICT have the capacity to be 'disruptive technologies', transforming the organisation, culture and practices of existing universities and leading to new forms of institution and learning networks. The authors discuss these issues and draw upon their recent study into leadership in the field to argue for transformation leadership at the institutional, departmental, and programme level and suggest an action framework for those who would lead and manage. 相似文献
18.
Ulf Fredriksson Gunilla Jedeskog Tjeerd Plomp 《Education and Information Technologies》2008,13(2):83-101
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. 相似文献
19.
Miriam Judge 《Irish Educational Studies》2013,32(3):309-333
This article discusses the research findings from the start-up phase of an innovative information and communication technology (ICT) project focused on ICT integration as a complex process involving many factors such as leadership, school readiness and organisational culture. Known locally as Hermes, the project's core objective was to provide an improved and ‘trouble-free’ ICT infrastructure for schools using thin client technology and a wireless broadband network, which would be managed centrally rather than locally. It was anticipated that this solution would help remove the barriers associated with ICT integration caused by technical issues. Based on an in-depth study of innovation adoption in eight schools involving a survey (n=119 teachers) and interviews (n=60 teachers), the study portrays a picture of the ICT integration patterns prior to and during the Hermes intervention in terms of schools' ICT readiness, leadership and vision. This small scale study can help us understand first- and second-order barriers to ICT integration in schools. In particular, this study informs us about the ecology of schools and ICT-based innovation, innovation scalability and contributes to a critical study of educational technology via a context-rich account of how educational technology is actually being mediated, rather than an idealised account of how technology could be used. 相似文献
20.
Penni Tearle 《Cambridge Journal of Education》2004,34(3):331-351
This paper summarizes the development and practical testing of a theoretical framework for the identification of important factors in relation to the implementation of ICT into a UK secondary school. The approach is characterized by considering the process of implementing use of ICT across a whole school for teaching and learning as a special case of implementing change.
The theoretical framework was derived from reviewing and synthesizing the literature in the field of change management and that of ICT in schools. Using an interpretive approach, a single case study was the practical basis for undertaking research, guided but not constrained by the theoretical framework and finally mapping the case study findings against it.
This process enabled the possible contribution of the framework with regard to the implementation of ICT in schools, to be assessed, and its further development considered. 相似文献