Introducing ICT in Schools in England: Rationale and Consequences

Autor/in	Hammond, Michael
Titel	Introducing ICT in Schools in England: Rationale and Consequences
Quelle	In: British Journal of Educational Technology, 45 (2014) 2, S.191-201 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12033
Schlagwörter	Foreign Countries; Educational Technology; Information Technology; Technology Integration; Technology Uses in Education; Educational Needs; Program Implementation; Academic Standards; Curriculum Development; Influence of Technology; Educational Practices; Educational Improvement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational need; Bildungsbedarf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung
Abstract	This paper provides a critical perspective on the attempts to promote the use of information and communication technology (ICT) in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards to contribute to developing a curriculum which has more vocational/social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world where the use of technology is pervasive. However, the claims made for ICT display excessive optimism and a sense of "inevitability." ICT has had only a modest impact on schools, though impact has to be considered in the context of what can realistically be expected: the contribution of ICT has not been negligible. Future development in the use of ICT should be more measured and adaptive, taking account of the multidimensional nature of technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10