Concept-Guided Development of Technology in "Traditional" and "Innovative" Schools: Quantitative and Qualitative Differences in Technology Integration

Autor/inn/en	de Koster, Sandra; Volman, Monique; Kuiper, Els
Titel	Concept-Guided Development of Technology in "Traditional" and "Innovative" Schools: Quantitative and Qualitative Differences in Technology Integration
Quelle	In: Educational Technology Research and Development, 65 (2017) 5, S.1325-1344 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Koster, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-017-9527-0
Schlagwörter	Technology Integration; Case Studies; Foreign Countries; Technology Uses in Education; Focus Groups; Qualitative Research; Statistical Analysis; Information Technology; Educational Innovation; Interviews; Elementary Schools; Netherlands + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Statistische Analyse; Informationstechnologie; Instructional innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01