Multiple Factors Supporting the Transition to ICT-Rich Learning Environments in India, Turkey, and Chile

Autor/in	Light, Daniel
Titel	Multiple Factors Supporting the Transition to ICT-Rich Learning Environments in India, Turkey, and Chile
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 6 (2010) 4, S.39-51 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Information Technology; Interviews; Teacher Attitudes; Sustainability; Foreign Countries; Case Studies; Educational Policy; Transfer of Training; Faculty Development; Educational Practices; Educational Environment; Teaching Methods; Reflection; Educational Finance; Educational Change; Educational Innovation; Technology Integration; Focus Groups; Observation; Cross Cultural Studies; Chile; India; Turkey + Suchen Sie Ihr Suchwort? Informationstechnologie; Interviewing; Interviewtechnik; Lehrerverhalten; Nachhaltigkeit; Ausland; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Training; Transfer; Ausbildung; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsfonds; Bildungsreform; Instructional innovation; Bildungsinnovation; Beobachtung; Cultural comparison; Kulturvergleich; Indien; Türkei
Abstract	This research project used instrumental case studies of successful schools from the Intel® Teach Essentials Course in Turkey, India and Chile to examine what contextual factors might facilitate teachers' ability to transfer a professional development program about ICT and innovative teaching strategies into their classrooms given the school contexts in three different developing countries. Seven factors commonly cited in the research literature were used to analyze each case: 1) pedagogical objectives and goals; 2) leadership; 3) professional development and ongoing support; 4) experimentation, adaptation, and critical reflection; 5) time; 6) infrastructure; and 7) financing and sustainability. In all three countries, we found that the educators we interviewed felt the course had helped them change their practice, but we also found that it was a combination additional programs and policies coupled with good leadership that enabled the schools to innovate with the Essentials course. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01