Fox, B. and Twining, P.
PDF (Not Set)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
This paper explores the rationales that people with specific educational roles thought should underpin educational ICT use. It provides a brief overview of the dICTatEd project followed by a summary of the analysis of over 2,000 responses to the project’s web-based questionnaire.
Respondents were asked to rate and rank the relative importance they ascribed to each of 19 rationales. Analysis indicates general agreement that some rationales represent poor reasons for using ICT in education while others should be important in driving educational ICT use. However, there was substantial variation between the views of the eight groups within the sample about the relative importance of each rationale. This analysis thus supports an underpinning premise upon which the dICTatEd project is founded: that a key reason for the lack of impact of the substantial investments in ICT in education that have taken place is a lack of shared understandings about the rationales for using ICT in education.
|Item Type:||Conference Item|
|Extra Information:||"Copyright by AACE. Reprinted from the SITE International Conference Annual 2006 with permission of AACE (http://www.aace.org)."|
|Keywords:||vision; ICT; education|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Peter Twining|
|Date Deposited:||31 Jan 2007|
|Last Modified:||05 Oct 2016 17:30|
|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.