Using the power of research to inform ICT integration in education

Posts tagged ‘school policies’

Should school policies protect students from social networking?

Jacqueline Vickery (2011) Why can’t we be (Facebook) friends? Social Networking, risk & school policies, Presented at the EU Kids Online ConferenceLondonSept22-232011

This paper analyzes educational policies within the United States in order to assess how risk is constructed in various social media policies. Policies tend to overstate the role of technology as both the problem and the solution which leads to techno-phobic policies. Additionally, such policies shut down opportunities for student and teacher engagement in both the formal and informal learning spaces. A more nuanced understanding of risk and the role of teachers as mediators is needed to ensure policies are empowering rather than hindering kids’ online engagement.

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How does the culture and structure of a school affect ICT integration?

Jo Tondeur, Geert Devos, Mieke Van Houtte, Johan Van Braak, Martin Valcke (2009) Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration, Educational Studies (2009) Volume: 35, Issue: 2, Pages: 223-235

This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural school characteristics (i.e. leadership, goal orientedness and innovativeness) and how they contribute to ICT integration in the classroom. A survey of 527 teachers in 68 primary schools in Flanders (Belgium) was conducted that focused on teacher perceptions about structural and cultural school characteristics and their use of ICT in the classroom. In order to study the variables at school level, teacher responses were aggregated. The next step was to delineate school profiles originating from structural and cultural school characteristics by using a cluster analysis. Finally, the relationship between these school profiles and ICT integration was studied. The results suggest that (1) structural and cultural school characteristics fit together and (2) are relevant catalysts for ICT integration in the classroom.

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