Secondary teachers' perceptions of computer availability: a qualitative study

Andrews, Paul

doi:10.1080/14759399700200015

Cited by 7 publications

(3 citation statements)

References 35 publications

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“…The works of Preston et al (2000), Selwyn (1999), Fabry and Higgs (1997), Andrews (1997) and Hoffman (1996), who all studied different aspects of ICT implementation in schools were of particular relevance, as was the work of Kirkman (2000) who also addressed the implementation of ICT in a UK secondary school and that of Kenewell et al (2000), who focused on the subject of the ICT capable school. The collection of papers on ICT integration which came from Working Group 3.1 at the International Federation for Information Processing (IFIP) conference in 1994 (Watson and Tinsley, 1995), were also a useful source of reference.…”

Section: Research Methods and Contextmentioning

confidence: 99%

ICT implementation: what makes the difference?

Tearle

2003

Brit J Educational Tech

121

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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.

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Section: Research Methods and Contextmentioning

confidence: 99%

ICT implementation: what makes the difference?

Tearle

2003

Brit J Educational Tech

121

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“…In a national context, these problems have also been identified, by the National Council for Technology in Education (NCTE), as inhibiting the widespread integration of ICT in Irish schools. Andrews (1997) found that computers confined to computer cluster rooms hindered their use across the curriculum. The OECD point out that when computers are strategically placed within each classroom they can be used in both independent and group learning situations.…”

Section: Review Of Literaturementioning

confidence: 98%

The post-primary computing experiences of institute of technology computing students

Shea

Killeavy

2006

Irish Educational Studies

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This is the first report on the findings of a survey carried out on 578 students entering computing courses at seven institutes of technology in Ireland in 2001. The progress of this cohort of students is charted through the four years of their course using questionnaires and interviews. It is envisioned that the study will highlight the different relationships and patterns of association between these students' progression at college and their entry characteristics. The findings presented in this article are from a section of the questionnaire administered to students in year one of their studies. It was designed to explore students' experiences of computing prior to their entry to college. The students' exposure to computing and their enjoyment of computing at second level was documented. Relationships between students' experiences of computing at second level and their success/failure to progress in their course in third level are investigated.

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“…Ireland is now on a par with or better than the EU average for each of these key measures. (NPADC, 2001, p1) The issue of access to resources was also found to be a barrier to use in several studies (Zammit,1992;Sandholtz, 1997;Andrews, 1997;Ertmer, 1999);…”

Section: Use In Schoolsmentioning

confidence: 99%