ICT implementation: what makes the difference?

Abstract

This paper addresses the question of why some schools have managed to introduce widespread use of Information and Communications Technology (ICT) into teaching and learning across the curriculum, where other schools have had much less “success” in this matter. The issue is addressed through interpretive, case study research in a UK secondary school where almost all staff are now using ICT to enhance and extend learning in their subject areas. After setting the context, a summary of the methods used and an overview of the findings are presented. Whilst some of the findings are specific to the context, it is suggested that much can be learnt from the single case, both by practitioners seeking to develop ICT use and researchers interested in taking the subject forward in other contexts.

ICT integration in the classroom: Challenging the potential of a school policy

“…Lim, 2002;Tearle, 2003). School culture can be defined as ''the basic assumptions, norms and values, and cultural artefacts that are shared by school members'' (Maslowski, 2001, pp.…”

The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning

“…These practical factors are usually considered to be a subset of what are referred to as 'external factors' in the Technology Acceptance Model (Davis et al, 1989). Whilst no real interpretation of the term, or consideration of how this impacts on take-up of computer use is provided in that study, other subsequent studies based on the TAM model explored these factors in more depth and found them to be very influential (Preston, Cox, & Cox, 2000;Tearle, 2003).…”

“…the innovation attributes, and not the practical, or other external factors noted earlier (e.g. Mumtaz, 2000;Tearle, 2003), which many studies have shown to be influential with regard to the adoption of technology. In this research, there is recognition that factors which may traditionally be termed as 'external' play a part in influencing the adoption of technology, but it is felt many of these can also be described as contextual factors.…”

“…resourcing, training and support (Mumtaz, 2000;Tearle, 2003), which it is argued play an important role in determining adoption of the innovation in the case of technology in an educational context. These practical factors are usually considered to be a subset of what are referred to as 'external factors' in the Technology Acceptance Model (Davis et al, 1989).…”

Innovative Strategies for Accelerated Human Resources Development in South Asia:

“…Based on the analysis of the factors that affect the integration of ICT in education in countries like Australia (Baskin andWilliams 2006, andHayes 2007), Belgium (Tondeur, Valcke, and van Braak 2008), the Netherlands (Mooji and Smeets 2001), Israel (Nachmias et al 2004, andTubin et al 2003), Malaysia (Cloke and Sharif 2001), the United Kingdom (Kirkman 2000;Tearle 2003Tearle , 2004, and Singapore (Lim 2002, andLim andHang 2003), Rodriguez et al (2012) identified three main settings where inputs are processed: (i) classroom where teaching and/or learning occurs, even though it might not happen within a classroom (e.g., computer lab); (ii) school which is the specific educational institution in which ICT-enhanced teaching and/or learning takes place; and (iii) external setting which considers those processes that are outside of schools (e.g., public policies, monitoring, and assessment). These settings are shown in Table A1.3.…”