Conceptualising Computer Use in Education: introducing the Computer Practice Framework (CPF).
British Educational Research Journal, 28(1) pp. 95–110.
There is a growing need to be able to enhance the impact of investing in computer use in education at all levels. The article suggests that one way to approach this problem is through looking at the impact of such investments on educational practice. This necessitates the use of a coherent framework for conceptualising the educational practice surrounding computer use. A number of important problems with existing frameworks for thinking about the educational practice surrounding computer use are identified and a set of criteria for evaluating such frameworks is presented. A new framework, the Computer Practice Framework (CPF), is then described and its scope and limitations are discussed in the light of these evaluation criteria.
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