Ruben Vanderlinde and Johan van Braak (2013) Technology planning in schools: An integrated research-based model, British Journal of Educational Technology, Vol 44 No 1 2013
In this colloquium, an integrated research-based model on technology planning in schools (TPS) is described. This model integrates research results of several studies conducted during the past years on technology planning in primary schools. While all of these studies have their individual scientiﬁc merit, this colloquium brings them together in a well-organised and holistic model on technology planning. This overall model is intended for teachers and school leaders when developing their school technology plan, for researchers when investigating technology planning and for policy makers and educational developers when designing initiatives to support schools in the technology planning process.
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Ove Edvard Hatlevik & Hans Christian Arnseth (2012) ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? Nordic Journal of Digital Literacy / 2012 / Nr 01
The purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers’ use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers.
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Hew, K. F., & Brush, T. (2006). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research.Educational Technology Research & Development, 55(3), 223-252.
Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.
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