CERC Studies in Comparative Education

Pedagogy and ICT Use in Schools around the World

Findings from the IEA SITES 2006 Study

Editors: Law, Nancy, Pelgrum, Willem J., Plomp, Tjeerd (Eds.)

  • 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
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About this book

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).

Table of contents (9 chapters)

  • Introduction to SITES 2006

    Pelgrum, Willem (et al.)

    Pages 1-11

  • Study Design and Methodology

    Law, Nancy (et al.)

    Pages 13-36

  • National Contexts

    Anderson, Ronald E. (et al.)

    Pages 37-66

  • School Practices and Conditions for Pedagogy and ICT

    Pelgrum, Willem

    Pages 67-120

  • Pedagogical Orientations in Mathematics and Science and the Use of ICT

    Law, Nancy (et al.)

    Pages 121-179

Buy this book

eBook $209.00
price for USA (gross)
  • ISBN 978-1-4020-8928-2
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $269.00
price for USA
  • ISBN 978-1-4020-8927-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Pedagogy and ICT Use in Schools around the World
Book Subtitle
Findings from the IEA SITES 2006 Study
Editors
  • Nancy Law
  • Willem J. Pelgrum
  • Tjeerd Plomp
Series Title
CERC Studies in Comparative Education
Series Volume
23
Copyright
2008
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-1-4020-8928-2
DOI
10.1007/978-1-4020-8928-2
Hardcover ISBN
978-1-4020-8927-5
Edition Number
1
Number of Pages
XXXVI, 296
Topics