Crook, Charles; Harrison, Colin; Farrington-Flint, Lee; Tomas, Carmen and Underwood, Jean (2010). The Impact of Technology: Value-Added Classroom Practice. BECTA.Full text available as:
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (1321Kb) | Preview
|Google Scholar:||Look up in Google Scholar|
This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded.
The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning.
The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching.
|Copyright Holders:||2010 BECTA|
|Keywords:||digital technology; learning; education; student engagement|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS)|
|Depositing User:||Lee Farrington-Flint|
|Date Deposited:||11 Oct 2012 08:41|
|Last Modified:||05 Oct 2016 00:06|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.