Concept‐guided development of ICT use in ‘traditional’ and ‘innovative’ primary schools: what types of ICT use do schools develop?

Abstract

The fit between existing educational practices and promoted classroom use of information and communication technologies is increasingly recognized as a factor in successful integration of such technologies in classroom practice. Using a descriptive multiple‐case study design, we characterize the types of information and communication technology (ICT) use resulting from a ‘concept‐guided’ approach in five schools. Teachers at schools characterized as having a ‘traditional’ or an ‘innovative’ school concept were supported in designing and implementing ICT‐enhanced learning arrangements that fit their schools' educational concept. In the traditional schools, ICT was primarily applied to extend and support the use of standard teaching materials in mostly teacher‐directed activities. The innovative schools on the other hand used ICT tools primarily to support open‐ended activities with a lot of input from the pupils. All five schools expected ICT to increase pupils' motivation, improve learning results, promote self‐directed learning, and enable differentiation between pupils. Yet underneath these goals, we find distinct differences in expectations between the two school types.

Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study

“…A previous study (de Koster et al, 2012) showed that this approach leads to clearly distinguishable types of ICT use, in line with the type of education that the school is aiming to provide. It is, therefore, to be expected that when schools develop their ICT use in a concept-guided way, the use of the IWB for supporting classroom interaction will vary according to the school's educational concept.…”

“…The participating schools, classified as either traditional (mainly teacher directed) or innovative (mainly student directed), each developed a number of ICT-rich learning arrangements in a concept-guided way. Each school type developed a distinguishable type of ICT use (de Koster et al, 2012). However, one tool that was included in learning arrangements across the school types was the IWB.…”

“…Niederhauser and Stoddart (2001) stress that teachers are inclined to apply technology in a manner that is consistent with their "personal perspectives about curriculum and instructional practice". Developing ICT use in a "conceptguided" way promotes this fit between pedagogy and technology (de Koster, Kuiper, & Volman, 2012). Concept-guided development implies that the school's existing concept is clarified and that possibilities are explored to develop ICT use that supports this concept.…”

“…The schools developed these learning arrangements in a concept-guided way, meaning that a team of teachers at each school was supported in designing and implementing learning arrangements in line with their school's educational concept (cf. de Koster et al, 2012). The teachers were supported by educational counsellors specialised in guiding innovation projects.…”

A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment

“…Its integration in teaching and learning is mediated by school culture and leadership (Fu, 2013). School culture can strongly influence acceptance or rejection of pedagogical innovation associated with digital learning (Claxton, 2008;de Koster, Kuipert, & Volmant, 2012;Tondeur, Devos, Van Houtte, van Braak, & Valcke, 2009). School leadership needs to encourage and recognise the use of digital technologies, including the establishment and cultivation of a shared vision Hsu & Kuan, 2013).…”