The Diffusion of Information Technology in Singapore Schools: a Process Framework

Tang, Pui See; Ang, Peng Hwa

doi:10.1177/146144402321466769

Cited by 20 publications

(19 citation statements)

References 9 publications

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“…Therefore, it is important to study the role of local ICT policies on actual ICT integration in education. Recent studies reveal that ICT works in some schools and hardly in other schools because of school factors (Baylor & Ritchie, 2002;Tang & Ang, 2002). The present study is in line with research focusing on the latter school factors.…”

Section: Introductionsupporting

confidence: 78%

“…It determines the subjective meaning of how and why individual teachers will respond to ICT. In addition, Tang and Ang (2002) highlight the impact of communication on ICT integration. They suggest that teachers should not be considered as 'recalcitrant recipients' but as 'structurally constrained participants'.…”

Section: Discussionmentioning

confidence: 99%

“…In this respect, many studies have focused on measuring the impact of variables at class level (micro level), such as computer attitudes (Albirini, 2006;Demetriadis et al, 2003;van Braak, Tondeur, & Valcke, 2004), computer experience (Becker, 2001;William, Coles, Wilson, Richardson, & Tuson, 2000), and gender differences (Shapka & Ferrari, 2003;Volman, van Eck, Heemskerk, & Kuiper, 2005). The focus on these individual factors has oriented research focusing on ICT integration towards 'individual blame' rather than 'system blame' (Tang & Ang, 2002). Previous research 0360-1315/$ -see front matter Ó 2007 Elsevier Ltd. All rights reserved.…”

Section: Introductionmentioning

confidence: 99%

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

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

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Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal's perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

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Section: Introductionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

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“…By developing this time line, the sample teachers were not to be considered as recalcitrant recipients but as structurally constrained participants, highlighting the impact of communication in technology integration (cf. Tang & Ang, 2002). Interestingly, in two schools (S1/S2), the activities included in the technology plan were linked to a website with relevant free software (see also Pynoo et al, 2012).…”

Section: Formal and Informal Learning At School Levelmentioning

confidence: 99%

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

Tondeur

Kershaw²,

Vanderlinde³

et al. 2013

AJET

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This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews -a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on videoseemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research. IntroductionResearch in the classroom documents that teachers are beginning to integrate technology in their classrooms (e.g., Newhouse & Clarkson, 2008;Tondeur, Cooper, & Newhouse, 2010). According to these studies, the use of technology during teaching and learning activities is steadily increasing. But integrating technology is a complex process of educational change, and the use of technology in schools is still extremely varied (Lim, Zhao, Tondeur, Chai, & Tsai, 2013;Spector, 2010). Spector (2010) argues that with the potential of technology we can now do things to improve education that were not possible twenty years ago, but the potential gains in learning and instruction have yet to be realized on a significant global level. In this respect, Lei and Zhao (2007) demonstrate that the quantity of technology use alone is not critical to student learning. In their study, technology uses that had a positive impact on students were those related to specific subject areas and focused on student construction of knowledge.Although there is still much to learn with respect to the role and the impact of educational technology, the studies mentioned above indicate that some teachers are motivated to use the potential of technology in educational practice, while others do not share this affinity. To understand these reasons, many researchers have focused on critical characteristics associated with educational technology use, such as technical and human resources, as well as teachers' innovativeness, their computer experience and their beliefs about education (Hermans, Tondeur, van ...

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“…En las locales, por su parte, los autores focalizan la atención en la necesidad de considerar el trabajo con las TIC en diversas escuelas (Baylor & Ritchie, 2002;Tang & Ang, 2002); la necesidad de un proceso continuo de calidad en todas las prácti-cas institucionales (MacBeath, 1999), y la necesaria colaboración entre los diferentes centros e instituciones que favorezca su uso (Triggs & John, 2004).…”

Section: Barreras Que Dificultan El Proceso De Implantación De Las Tiunclassified

El pensamiento docente y su influencia en la implantación de las tecnologías de la información y la comunicación en el aula : Desafíos y oportunidades

Gomez-Lopez

Escoriaza

2011

Contextos educativos

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RESUMEN:Un reto fundamental de la educación actual es la implantación de las tecnologías de la información y comunicación (TICs de aquí en adelante) en las instituciones educativas para mejorar la gestión y especialmente, la calidad del proceso de enseñanza-aprendizaje. Este artículo pretende analizar las dificultades y obstáculos -primarios y secundarios-existentes en su implantación, focalizando la atención en el pensamiento docente al considerarse un factor clave.Se parte de un análisis general de la estructura y funcionamiento del pensamiento docente centrado en las actitudes, creencias y expectativas, valorando su influencia en la integración de las TICs. Las conclusiones apuntan la necesidad de dotar a los docentes de una visión positiva ante el uso de las TICs en una serie de propuestas que faciliten su progresiva implantación.ABSTRACT: The fundamental challenge of nowadays education is the implementation of information technologies and communication technologies (ICT shereafter) in the educational institutions in order to improve the managing and specially, the teaching-learning process quality. This article aims to analyze the reasons and barriers -primary and secondary ones-that exists in their implementation, focusing attention on the teacher thought of being considered a key factor.It starts on a general analysis of the structure and functioning of teacher thought focused on attitudes, beliefs and expectations, it assessing their influence on the integration of ICTs. The findings aim the need to give teachers a positive outlook towards the use of ICTs in a series of proposals that facilitate it implementation gradually.PALABRAS CLAVE: Pensamiento docente, Tecnologías de la información y de la comunicación, profesorado, actitudes, creencias.

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The Diffusion of Information Technology in Singapore Schools: a Process Framework

Cited by 20 publications

References 9 publications

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

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

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

El pensamiento docente y su influencia en la implantación de las tecnologías de la información y la comunicación en el aula : Desafíos y oportunidades

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