Framing ICT Implementation in a Context of Educational Change: A Multilevel Analysis

Autor/inn/en	Wong, Emily M. L.; Li, S. C.
Titel	Framing ICT Implementation in a Context of Educational Change: A Multilevel Analysis
Quelle	In: School Effectiveness and School Improvement, 19 (2008) 1, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Technology Integration; Collegiality; Educational Change; Regression (Statistics); Construct Validity; Questionnaires; School Effectiveness; Educational Improvement; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Kollegialität; Bildungsreform; Regression; Regressionsanalyse; Fragebogen; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung
Abstract	Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools. (Contains 1 figure and 9 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10