Who needs computers in schools, and why?

Hawkridge, David

doi:10.1016/0360-1315(90)90121-m

Cited by 74 publications

(42 citation statements)

References 4 publications

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“…Smeets (2005), for example, investigates Dutch primary teachers' views regarding the potential contribution of ICT to the creation of powerful learning environments in which the emphasis is laid on rich contexts and authentic tasks for the pupils, where active and autonomous learning is stimulated, where cooperative learning is fostered, and where the curriculum is tailored to the needs and capabilities of individual pupils. Furthermore, educationists expect ICT to help students to meet the challenges of the fast-changing world (Hawkridge, 1990;Kearns & Grant, 2002). For example, students need to learn how to seek information, to think critically, and to take initiatives.…”

Section: The Concept Of Teachers' Educational Beliefs Related To Ictmentioning

confidence: 99%

The impact of primary school teachers’ educational beliefs on the classroom use of computers

Hermans

Tondeur

Braak

et al. 2008

Computers & Education

489

278

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For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers' educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers' use of computers to support the leaching or learning process a modified version of the 'Class Use of Computers' scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.

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Section: The Concept Of Teachers' Educational Beliefs Related To Ictmentioning

confidence: 99%

The impact of primary school teachers’ educational beliefs on the classroom use of computers

Hermans

Tondeur

Braak

et al. 2008

Computers & Education

489

278

View full text Add to dashboard Cite

show abstract

“…90% of the authors expressed the belief that the E&T academic domain had gained an improved status in some countries owing to the many academic and nonacademic advocates who had constantly argued in favour of this domain and established its reputation. Useful writings in this respect are Hawkridge (1990), Capello (1999), Garris et al (2002), Tondeur et al (2007), Al Shae (2007) and de Freitas (2014). A point of agreement among 95% of the authors is that advocates in some regions have promoted the belief in E&T as the driving force in the 'transformation' (DeVillar et al, 2013) of education and beyond, including workplaces, economy and wider society (Fisher, 2006).…”

Section: Findings and Discussionmentioning

confidence: 99%

Academic domains as political battlegrounds

Lily¹,

Foland²,

Stoloff³

et al. 2016

Information Development

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This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.

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“…According to Avriam and Tami ICT can be considered in three paradigms of using ICT in developing academic knowledge: (1) The Technocrat paradigm, (2) The Reformist Paradigm; (3) The Holistic Paradigm [1]. The paradigms emerged from different approaches and attitudes in using ICT within curricula.…”

Section: Approaches To E-learningmentioning

confidence: 99%

“…[2]. ICT can provide strong support for new requirements of curricula, such as: access to a variety of information sources; access to a variety of information forms and types; student-centered learning; settings based on information access and inquiry; learning environments centered on problem; and teachers as coaches and mentors rather than content experts [2;3;4].…”

Section: Introductionmentioning

confidence: 99%

E-learning and AMRES in teaching architecture

Djukic¹,

Mrdjenovic²,

Joković³

2015

III Jornadas Sobre Innovación Docente en Arquitectura (JIDA’15), Escuela Técnica Superior De Arquitectura De Barcelona, Del 25

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ICT is not only the additional instrument of the Information Society, but also an important catalyst and tool for inducing educational reforms that change our students into productive knowledge workers. There are notions that students should be trained to learn more autonomously and to get access to and digest information more independently which could provide a good basis for life long learning. The research will discuss pros and cons of using AMRES as an e-learning academic platform in academic education in theoretical and practical courses at engineering and architectural studies. The hypothesis is that e-learning concept provides attitude change among students in knowledge development regarding the course subject. The hypothesis will be tested inside main approaches and attitudes of using ICT in knowledge development, using case study using AMRES at the courses Design of Open Public Spaces and Studio Project 3, both at Bachelor studies at the Faculty of Architecture, University of Belgrade.

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Who needs computers in schools, and why?

Cited by 74 publications

References 4 publications

The impact of primary school teachers’ educational beliefs on the classroom use of computers

The impact of primary school teachers’ educational beliefs on the classroom use of computers

Academic domains as political battlegrounds

E-learning and AMRES in teaching architecture

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