Law, Nancy, Pelgrum, Willem J., Plomp, Tjeerd (Eds.)
2008, XXXVI, 296 p.
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Provides international comparative indicators on the availability and use of ICT
Presents an overview of pedagogical approaches as applied by teachers
Reports about the relationships between pedagogical practices and the use of ICT that has not been presented earlier
Provides an overview of innovative pedagogical practices supported by ICT
Reports about the extent to which "life-long learning" goals have been implemented and realized in the curricula of participating countries
Provides an overview of the use of ICT in teaching and learning of mathematics and sciences
The end of the last millennium was marked by rapid technological advances and deep changes in many aspects of human activity, often taken together as indicative of a shift into a ‘knowledge era’. Such changes have stimulated much discussion about the role and processes of education, and about the role of information and communication technology (ICT) in teaching and learning in this new era. Many policy documents relating to these themes have been published by international and regional organizations such as the European Commission, the European Roundtable of Industrialists, the Organization for Economic Cooperation and Development (OECD), UNESCO and the World Bank. Numerous blueprints on education reform and on ICT in education have also been set out by various governments since the mid-1990s. These policy initiatives brought with them a variety of strategic implementation priorities that differ from country to country, depending on the socio-economic and political context. Such educational strategies may involve, amongst others, changes in curriculum and/or assessment at the system level, provision for ICT infrastructure, teacher professional development, and/or technical and pedagogical support for teachers. Given the deep technological, economic and policy changes that have taken place over the last decade, are there indications that pedagogical practices are changing as well? What impact is the pedagogical use of ICT making in schools around the world? What is the impact of the implementation of these policies on pedagogy and ICT use in classrooms? These are the questions that this book addresses through an analysis of the findings from SITES 2006, an international comparative study of pedagogy and ICT use conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).
Content Level »Research
Keywords »ICT implementation factors - ICT integration in education - comparative education - learning - organization - pedagogy - teacher professional development - technology
List of Tables
List of Figures
List of Boxes
List of Appendices
List of Online Appendices
Series Editor’s Foreword
Foreword by Niki Davis Chapter One: Introduction to SITES 2006, Willem Pelgrum and Nancy Law
Chapter Two: Study Design and Methodology, Nancy Law, Willem Pelgrum, Christian Monseur, Falk Brese, Ralph Carstens, Joke Voogt, Tjeerd Plomp and Ronald E. Anderson
Chapter Three: National Contexts, Ronald E. Anderson and Tjeerd Plomp
Chapter Four: School Practices and Conditions for Pedagogy and ICT, Willem Pelgrum
Chapter Five: Pedagogical Orientations in Mathematics and Science and the Use of ICT, Nancy Law and Angela Chow
Chapter Six: Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT, Nancy Law and Angela Chow
Chapter Seven: Satisfying Pedagogical Practices Using ICT, Joke Voogt
Chapter Eight: In Search of Explanations, Nancy Law
Chapter Nine: Summary and Reflections, Nancy Law References
Notes on the Authors