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Information and communications technology, knowledge and pedagogy

McCormick, Robert and Scrimshaw, Peter (2001). Information and communications technology, knowledge and pedagogy. Education, Communication and Information, 1(1) pp. 37–57.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/14636310120048047
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Abstract

Traditional approaches to the use of computers in education have given insufficient attention to the impact of Information and Communications Technology (ICT) on the classroom. Any implementation of ICT in schools requires a level of change in practice. This article examines three such levels, namely where existing practice is made more efficient or effective, where it is extended in some new way, and where it is transformed. A model of pedagogy is outlined and the model is then used to examine the three levels and their implications. The analysis suggests that a more sophisticated idea of change is needed if ICT is to have a significant impact on classroom practices.

Item Type: Journal Article
ISSN: 1743-9884
Extra Information: Journal now published as: Learning, Media and Technology
Keywords: information and communications technology; pedagogy; knowledge; change
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 9712
Depositing User: Robert McCormick
Date Deposited: 04 Oct 2007
Last Modified: 02 Dec 2010 20:05
URI: http://oro.open.ac.uk/id/eprint/9712
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