EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Educational Technology in the NJ ClassroomLisa Thumann
New Jersey K12 schools have been charged with preparing our students to excel in the community, work place, and in our global society. What are we doing to accomplish this? Let's look at how these students, educators, and administrators are using digital tools to communicate, collaborate, and create in the New Jersey classroom.
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Educational Technology in the NJ ClassroomLisa Thumann
New Jersey K12 schools have been charged with preparing our students to excel in the community, work place, and in our global society. What are we doing to accomplish this? Let's look at how these students, educators, and administrators are using digital tools to communicate, collaborate, and create in the New Jersey classroom.
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This presentation provides a summary of the paper by Newhouse, P. (2010) School leadership critical to maximising the impact of ICT on learning. Melbourne: ACEC2010 Digital Diversity Conference.
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How should we judge the quality of students’ Internet search activity? A revi...Colin Harrison
The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla...Colin Harrison
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Critical Internet Literacy: How capable are children of making sound judgmen...Colin Harrison
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Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schools
1. SIG: Learning and Instruction with Computers
Symposium: Educational technology acceptance-
Explaining non-significant intention-behavior effects
An e-maturity analysis explains
intention-behavior disjunctions in
technology adoption in UK schools
Colin Harrison 1
Carmen Tomás 2
Charles Crook 1
1
Learning Sciences Research Institute, University of Nottingham
2
Nottingham Trent University
2. 1. Presents a reanalysis of the Becta Impact09 project * results
2. An ecological perspective leads to deeper understanding of
technology adoption
3. Underwood’s ‘linkage’ e-maturity model provides additional granularity
on adoption
4. Conflicting intentionality vectors are shown to create barriers to
change
5. Bagozzi’s ideas on self-regulation explain some intention-behavior
discrepancies.
* Crook, C., Harrison, C, Farrington-Flint, L., Tomás, C. & Underwood, J. (2010).
The impact of technology: Value-added classroom practice. Final Report. Coventry:
Becta.
Key points:
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
3. ICT and learning: “explanatory case studies”
How is ICT impacting learning?
Approach emphasizes:
Ecology of learning
Alternative representations of ICT for learning
Nine schools, each a national leader in ICT innovation:
ICT across the curriculum
personal computing
learning platform/VLE
3-Phase data collection:
PHASE I Deep audit of school and teacher recruitment [n=60 interviews]
PHASE II Detailed teacher logs of individual lessons [n=85]
PHASE III Interviews with teachers who submitted teacher logs to contrast representations of
their own teaching with those of two others [n=45]
1. The Impact 09 project
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
4. 2. An ecological perspective on how the
technological and pedagogical knowledge of
teachers is changing the nature of learning
Updates to the learner model:
- The learning environment; scaffolding
- Freedom to initiate/select topics
- Freedom to choose learning goals
- Freedom to choose learning pathways
- Freedom to select resources
Updates to the pedagogical model:
- Freedom to regulate learning:
- When?
- How?
- With whom?
- For how long?
Updates to the feedback model:
- Monitoring models
- Volition models
- Motivation models
- Evaluation models
- Assessment models
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
5. 3. What is the anticipated ‘end-state’ of adoption?
Underwood’s ‘linkage’ e-maturity model
provides additional granularity
• An ecological model captures some of the complexity of
learning models, but does not necessarily provide data
on causal factors
• Jean Underwood’s ‘e-maturity’ evaluations have explored
the learner, teacher and system-level factors that impact
adoption at an institutional level.
• We were particularly interested in Underwood’s ‘linkage’
e-maturity, which focused on the extent to which there
was robust and system-wide institutional adoption of
technologies for learning that linked student, home and
school.
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
6. 3. The need for a re-analysis:
Underwood’s ‘linkage’ e-maturity model
provides additional granularity on adoption
• Underwood’s ‘linkage’ e-maturity (Underwood, 2007)
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
7. 3. The need for a re-analysis:
Underwood’s ‘linkage’ e-maturity model
provides additional granularity on adoption
• Underwood’s ‘linkage’ e-maturity (Underwood, 2007)
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
8. 3. The need for a re-analysis:
Underwood’s ‘linkage’ e-maturity model
provides additional granularity on adoption
• Underwood’s ‘linkage’ e-maturity (Underwood, 2007)
Where did we find this level of
• linkage e-maturity?
What intention-behavior vectors
were associated with this
level of adoption?
Could conflicting intention-
behavior vectors explain
an absence of linkage e-
maturity?
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
9. 3. The need for a re-analysis:
Underwood’s ‘linkage’ e-maturity model
provides additional granularity on adoption
Re-analysis of 35 hours of interview data from 4 schools:
Lowmoor School: full linkage e-maturity
Duke’s Wood School: teacher-level issues: uneven teacher buy-in
to adoption
Birdsall School: teacher- and student-level issues: uneven teacher
and student engagement with technology
Barleycroft School: system-level issues: adoption delayed by
incomplete infrastructure
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
10. Full linkage e-maturity:
Lowmoor School
An integrated system that brought together
learning, teaching and assessment for every
teacher and student across the school
sets student expectations
organizes student work
uploads resources linking to students’ timetables
monitors students’ progress
strong school-home links
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
11. Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
12. The scheme of work in Art for the term
All the teacher’s lesson plans for the term
All the resources to support each lesson
Every upcoming homework
Resources to support their homework
Information on their progress in each subject
The students were able to see,
in class and from home:
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
13. Updates to the learner model:
“I hope you don’t mind… I’ve done the next three
pieces of homework that you’ve set and I’ve also
worked two or thee pages ahead. Is that alright?”
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
14. 3. The need for a re-analysis:
Underwood’s ‘linkage’ e-maturity model
provides additional granularity on adoption
Underwood’s ‘linkage’ e-maturity (Underwood, 2007)
Where did we find this level of
• linkage e-maturity?
What intention-behavior
vectors
were associated with this
level of adoption?
Could conflicting intention-
behavior vectors explain
an absence of linkage e-
maturity?
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
15. 4. Intentionality and adoption
Underwood’s ‘linkage’ e-maturity (Underwood, 2007)
Where did we find this level of
• linkage e-maturity?
What intention-behavior
vectors
were associated with this
level of adoption?
Could conflicting intention-
behavior vectors explain
an absence of linkage e-
maturity?
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
16. 4. Intentionality and adoption
What intention-behavior vectors were associated with ICT
adoption?
Head teacher vision- coupled with determined policy: ‘ICT and learning,
interactive learning, [is] happening in every curriculum area, in every
classroom, in every lesson every day of the week, all the time.’ (Head
teacher, Lowmoor School)
A clear understanding of the need for anytime-anywhere learning: ‘If
the child doesn’t learn at half past two on a Thursday, for whatever reason,
they ought to have the facility to be able to revisit that lesson in their own time
and at their own pace’. (Head teacher, Lowmoor School)
Emphasis on self-regulation: ‘You need to be a person who can allow
the power to sort of flow to the children … kids are … far more proficient in
finding their own information and sorting out how they want to learn’. (Head
teacher, Lowmoor School)
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
17. 4. Intentionality and adoption
Intentionality-behavior vectors in other schools:
Head teacher vision outsourced: ‘‘We’ve not been huge on the “anytime-
anywhere learning” thing.... It doesn’t work as well as those who have an
interest in promoting this would claim.’ (ICT consultant, Duke’s Wood School)
Conflicting intentionality vectors: ‘It should be the students who are
picking … the ICT to use’. . (Head teacher, Birdsall School)
‘Should students decide when to use laptops? I’m not convinced.’ (Deputy
head teacher, in charge of school curriculum, Birdsall School)
[Moodle] is all very well and good, but …apart from me, the last person
that used it was 66 days ago… (Head of department, Birdsall School)
Intentionality vectors congruent, but implementation takes time: Why
do children necessarily have to turn up and be in a building to learn… I don’t
know. Maybe there’ll be more flexibility in terms of how the curriculum’s
organized.… It could well be that mobile technologies allow students
different ways of learning. (Senior manager, Barleycroft School)
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
18. 5. Bagozzi’s (2007) argued for a socio-contextual paradigm
shift to explain intention-behavior discrepancies.
More emphasis on understanding end-state goals: ‘‘We’ve not been huge
on the “anytime-anywhere learning” thing.... It doesn’t work as well as those who have an
interest in promoting this would claim.’ (ICT consultant, Duke’s Wood School)
Deeper analysis of intentionality vectors across the ecosystem: ‘It
should be the students who are picking … the ICT to use’. . (Head teacher, Birdsall School)
‘Should students decide when to use laptops? I’m not convinced.’ (Deputy head teacher, in
charge of school curriculum, Birdsall School)
[Moodle] is all very well and good, but …apart from me, the last person that used it was 66
days ago… (Head of department, Birdsall School)
Intentionality is determined by self-regulation:
Why do children necessarily have to turn up and be in a building to learn… I don’t know. Maybe there’ll be more flexibility in terms of how the curriculum’s organized.… It could well be
that mobile technologies allow students different ways of learning. (Senior manager, Barleycroft School)
Self-regulation is ‘transcendental’ (agency is not always explicable):
The teleology of technological change operates through human and systemic causal
systems, with deterministic processes that are often felt and presumed rather than agentive
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
19. 1. Presents a reanalysis of the Becta Impact09 project * results
2. An ecological perspective leads to deeper understanding of
technology adoption
3. Underwood’s ‘linkage’ e-maturity model provides additional granularity
on adoption
4. Conflicting intentionality vectors are shown to create barriers to
change
5. Bagozzi’s ideas on self-regulation explain some intention-behavior
discrepancies.
*Crook, C., Harrison, C, Farrington-Flint, L., Tomás, C. & Underwood, J. (2010). The impact of
technology: Value-added classroom practice. Final Report. Coventry: Becta.
Key points:
Harrison, Tomás and Crook - Intention-behavior disjunctions in technology adoption
20. SIG: Learning and Instruction with Computers
Symposium: Educational technology acceptance-
Explaining non-significant intention-behavior effects
An e-maturity analysis explains
intention-behavior disjunctions in
technology adoption in UK schools
Colin Harrison 1
Carmen Tomás 2
Charles Crook 1
1
Learning Sciences Research Institute, University of Nottingham
2
Nottingham Trent University
Thank you!
colin.harrison@nottingham.ac.uk
carmen.tomas@ntu.ac.uk
Editor's Notes
CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
the school ’s virtual spaces (creating a continuum)
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
Teachers ’ positioning in the school and the classroom The space in the classroom
CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.