ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools

Autor/inn/en	Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov
Titel	ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools
Quelle	In: Technology, Pedagogy and Education, 21 (2012) 3, S.291-315 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2012.720415
Schlagwörter	Foreign Countries; Computer Uses in Education; Educational Technology; Evidence; Teaching Methods; Sustainability; Program Costs; Models; Evaluation Criteria; Cooperative Learning; Elementary Secondary Education; Urban Schools; Electronic Learning; Technology Integration; Computer Assisted Instruction; Instructional Effectiveness; Statistical Analysis; Program Evaluation; Program Effectiveness; Program Descriptions; Handheld Devices; Laptop Computers; Argentina; Brazil; Chile; Guatemala; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Computernutzung; Unterrichtsmedien; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Analogiemodell; Kooperatives Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Statistische Analyse; Programme evaluation; Programmevaluation; Laptop computer; Laptop; Computer; Digitalrechner; Argentinien; Brasilien; Großbritannien; USA
Abstract	Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model's ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme's total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10