- Concept-guided development of classroom use of ICT
- Concept-specific types of ICT use and their integration into teachers’ practices
- Award date
- 16 May 2017
- Number of pages
- 978 94 028 0611 3
- Document type
- PhD thesis
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
Does a concept-guided approach in schools with either a ‘traditional’ or an ‘innovative’ educational concept contribute to the development of ICT use that becomes integrated in the teachers’ classroom practices?
In order to answer this question we performed four, mainly qualitative, studies in five primary schools: two ‘traditional’ and three ‘innovative’ schools that participated in a two-year ICT innovation project.
These studies showed that concept-guided development of ICT use can lead to distinguishable types of ICT use in schools with different educational concepts. The developed ICT use became integrated into the teachers’ practices, although this integration was not necessarily sustainable.
We conclude that it is a promising approach that can help schools realise the potential of classroom technology, but that concept-specific differences need to be taken into account.
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.