Editors:
Presents clear principles underpinning a new approach for dealing with the uptake of emerging ICT
Provides teachers with a method and tools to construct scenarios that will help teachers to adopt emerging ICT and a method for developing them in learning stories
Provides a description of a new architecture and technology supporting the uptake of ICT in schools, including a maturity model which allows teachers to self-assess their progress in adopting emerging technologies
Recommendations based on large-scale field testing with more than 2500 classrooms
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Table of contents (9 chapters)
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Front Matter
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Back Matter
About this book
This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms.
Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach.
Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.
Editors and Affiliations
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Department of Computer Science, University of Leuven, Leuven, Belgium
Frans Van Assche
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Telematics Engineering Department ETSI Telecommunication, University of Vigo, Vigo, Spain
Luis Anido
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Institute of Educational Cybernatics, University of Bolton, Bolton, United Kingdom
David Griffiths
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Education and Social Research Institute, Manchester Metropolitan University, Manchester, United Kingdom
Cathy Lewin, Sarah McNicol
Bibliographic Information
Book Title: Re-engineering the Uptake of ICT in Schools
Editors: Frans Van Assche, Luis Anido, David Griffiths, Cathy Lewin, Sarah McNicol
DOI: https://doi.org/10.1007/978-3-319-19366-3
Publisher: Springer Cham
eBook Packages: Computer Science, Computer Science (R0)
Copyright Information: The Editor(s) (if applicable) and the Author(s) 2015
License: CC BY-NC
Hardcover ISBN: 978-3-319-19365-6Published: 21 August 2015
Softcover ISBN: 978-3-319-36603-6Published: 22 October 2016
eBook ISBN: 978-3-319-19366-3Published: 11 August 2015
Edition Number: 1
Number of Pages: XVII, 201
Number of Illustrations: 5 b/w illustrations, 42 illustrations in colour
Topics: Information Systems and Communication Service, Education, general