Concept-guided development of technology in 'traditional' and 'innovative' schools: quantitative and qualitative differences in technology integration
The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schoo...
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| Vydané v: | Educational technology research and development Ročník 65; číslo 5; s. 1325 - 1344 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
New York
Springer Science+Business Media LLC
01.10.2017
Springer US Springer Springer Nature B.V |
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| ISSN: | 1042-1629, 1556-6501 |
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| Abstract | The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schools in The Netherlands with a school concept that was labeled as either 'traditional' or 'innovative' developed and realized up to four technology-supported learning arrangements in line with their schools' educational concepts. Through embedded case studies, including analysis of the learning arrangements and focus group interviews with the teachers involved, we found that in general the developed technology use became integrated in the teachers' classroom practices at all schools to a similar extent. Some differences were found between the schools, but hardly any were found between the school types. Both practical and theoretical implications of these findings are discussed. |
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| AbstractList | The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schools in The Netherlands with a school concept that was labeled as either "traditional" or "innovative" developed and realized up to four technology-supported learning arrangements in line with their schools' educational concepts. Through embedded case studies, including analysis of the learning arrangements and focus group interviews with the teachers involved, we found that in general the developed technology use became integrated in the teachers' classroom practices at all schools to a similar extent. Some differences were found between the schools, but hardly any were found between the school types. Both practical and theoretical implications of these findings are discussed. |
| Audience | Elementary Education Academic |
| Author | Kuiper, Els Volman, Monique de Koster, Sandra |
| Author_xml | – sequence: 1 givenname: Sandra surname: de Koster fullname: de Koster, Sandra – sequence: 2 givenname: Monique surname: Volman fullname: Volman, Monique – sequence: 3 givenname: Els surname: Kuiper fullname: Kuiper, Els |
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| CitedBy_id | crossref_primary_10_1016_j_tate_2023_104234 crossref_primary_10_1007_s11423_019_09673_4 crossref_primary_10_1007_s11423_020_09735_y crossref_primary_10_1080_15391523_2021_1991864 crossref_primary_10_1007_s11423_020_09760_x crossref_primary_10_1016_j_heliyon_2024_e30142 crossref_primary_10_2139_ssrn_5382486 crossref_primary_10_1007_s40299_022_00668_z |
| Cites_doi | 10.3402/rlt.v21i0.22054 10.1016/j.compedu.2009.07.011 10.1007/BF02818307 10.1016/j.edurev.2012.05.002 10.1080/14703290802377307 10.1007/s11423-006-9022-5 10.1016/S0360-1315(01)00045-8 10.1787/9789264239555-en 10.1007/s11423-009-9126-9 10.1016/j.compedu.2012.10.008 10.1007/s11423-009-9132-y 10.1016/j.edurev.2013.01.001 10.1111/1467-9620.00170 10.1111/j.1365-2729.2011.00452.x 10.1046/j.0266-4909.2001.00178.x 10.1007/s11423-006-9025-2 10.1016/j.tate.2005.05.012 10.1007/BF03173218 10.1111/j.1467-8535.2010.01111.x 10.1016/j.chb.2008.02.020 10.1016/j.compedu.2008.02.003 10.1016/j.compedu.2014.06.001 10.1016/S0742-051X(00)00036-6 10.2791/2530 10.3402/rlt.v21i0.2205 10.14742/ajet.291 |
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