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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Veröffentlicht in:Educational technology research and development Jg. 65; H. 5; S. 1325 - 1344
Hauptverfasser: de Koster, Sandra, Volman, Monique, Kuiper, Els
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer Science+Business Media LLC 01.10.2017
Springer US
Springer
Springer Nature B.V
Schlagworte:
Analysis
Beliefs
Case Studies
Classrooms
Computer Uses in Education
DEVELOPMENT ARTICLE
Education
Educational Innovation
Educational Practices
Educational Strategies
Educational Technology
Elementary Education
Elementary Schools
Focus Groups
Foreign Countries
Influence of Technology
Information Technology
Instructional Improvement
Interviews
Learning
Learning and Instruction
Learning Processes
Literature Reviews
Outcomes of Education
Qualitative Research
Schools
Statistical Analysis
Teachers
Teaching Methods
Technology
Technology Integration
Technology Uses in Education
Netherlands
Primary education
Teacher perspective
Concept-guided development
Technology integration
ISSN:1042-1629, 1556-6501
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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-017-9527-0