'You Can't Not Go With the Technological Flow, Can You?' Constructing 'ICT' and 'Teaching and Learning'

Autor/inn/en	Dale, R.; Robertson, S.; Shortis, T.
Titel	'You Can't Not Go With the Technological Flow, Can You?' Constructing 'ICT' and 'Teaching and Learning'
Quelle	In: Journal of Computer Assisted Learning, 20 (2004) 6, S.456-470 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2004.00103.x
Schlagwörter	Foreign Countries; Schools; Educational Policy; Educational Technology; Computer Uses in Education + Suchen Sie Ihr Suchwort? Ausland; School; Schule; Politics of education; Bildungspolitik; Unterrichtsmedien; Computernutzung
Abstract	This paper seeks to show how policy, management and information and communications technology (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Education Project. It argues that their contribution collectively constituted ICT as a particular kind and form of challenge for schools, and that recognising the nature of this constitution is crucial to understanding the relationship between ICT and teaching and learning. Informed by an abductive methodology, this paper draws on analyses of policy documents and interviews with the head teachers of the educational institutions taking part in the InterActive Education Project to show how the possibilities and opportunities of using ICT were shaped by those constructions. It suggests that the main policy framing ICT in education over the period in question, the National Grid for Learning, had the provision of hardware and infrastructure as its main target, but offered little advice on how they might be used. This constituted the core of the management problem of ICT for schools. The final section of the paper outlines some of the mechanisms through which schools addressed these issues and discusses some possible implications for what counts as teaching and learning with ICT. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10