Browsing by Subject: Information Communication Technologies
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Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning
Kristin Knipfer, Eva Mayr, Carmen Zahn, Stephan Schwan & Friedrich W. Hesse
Educational Research Review Vol. 4, No. 3 (2009) pp. 196–209
In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for... More
pp. 196-209
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Towards an efficient training of university faculty on ICTs
Arkaitz Lareki, Juan Ignacio Martínez de Morentin & Nere Amenabar
Computers & Education Vol. 54, No. 2 (February 2010) pp. 491–497
This article presents the results of a research study that took place during the 2007–2008 academic year at the University of the Basque Country. (UPV/EHU in its Spanish and Basque acronyms). The... More
pp. 491-497
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Intensive use of ICT in school: Developing differences in students’ ICT expertise
Liisa Ilomäki & Pirkko Rantanen
Computers & Education Vol. 48, No. 1 (January 2007) pp. 119–136
The purpose of the study was to examine the development of students’ high-level computer skills and competence (student expertise) in information and communication technology (ICT), and to examine ... More
pp. 119-136
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Pre-service teachers' perspectives of the diffusion of information and communications technologies (ICTs) and the effect of case-based discussions (CBDs)
Sami Sahin
Computers & Education Vol. 59, No. 4 (December 2012) pp. 1089–1098
This study investigates pre-service teachers' perspectives of the diffusion of information and communication technologies (ICTs) in elementary education and the effect of case-based discussions ... More
pp. 1089-1098
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Teaching and learning activities in Chilean classrooms: Is ICT making a difference?
J. Enrique Hinostroza, Christian Labbé, Mario Brun & Carolina Matamala
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1358–1367
This paper presents the results of the analysis of teaching and learning activities in state subsidized schools in Chile. The study is based on the data collected through a national survey applied ... More
pp. 1358-1367
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Motivation and learning strategies in the use of ICTs among university students
Alberto Valentín, Pedro M. Mateos, María M. González-Tablas, Lourdes Pérez, Estrella López & Inmaculada García
Computers & Education Vol. 61, No. 1 (February 2013) pp. 52–58
Within the European Higher Education Area (EHEA) considerable efforts are being made to promote the incorporation of Information and Communication Technology (ICTs) in Higher Education (HE),... More
pp. 52-58
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Instructional technologies in social science instruction in South Africa
Johann Louw, Cheryl Brown, Johan Muller & Crain Soudien
Computers & Education Vol. 53, No. 2 (September 2009) pp. 234–242
This study describes the results of a survey and a description of instructional technologies in place in the social sciences in South African Universities. Lecturers in the social sciences reported... More
pp. 234-242
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Insights into ICT capability on a teacher-mentored PGCE course
John Trushell, Ann Slater, Raymonde Sneddon & Helen Mitchell
Computers & Education Vol. 31, No. 3 (1998) pp. 329–347
The study examines the development of ICT capability by associate-trainees on a postgraduate certificate of education course. The course involves the promotion of ICT use during three classroom... More
pp. 329-347
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Researching the use of communication technologies in teacher education
Deryn Watson, Barry Blakeley & Chris Abbott
Computers & Education Vol. 30, No. 1 (1998) pp. 15–21
The role and use of information and communication technologies in teacher education is of growing concern across Europe. The King’s College London component of a five nation European experimental... More
pp. 15-21
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Design of contents for ICT literacy in-service training of teachers in Korea
Jong Hye Kim, Soon Young Jung & Won Gyu Lee
Computers & Education Vol. 51, No. 4 (December 2008) pp. 1683–1706
The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students... More
pp. 1683-1706
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ICT integration in the classroom: Challenging the potential of a school policy
Jo Tondeur, Hilde van Keer, Johan van Braak & Martin Valcke
Computers & Education Vol. 51, No. 1 (August 2008) pp. 212–223
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In... More
pp. 212-223
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Which factors obstruct or stimulate teacher educators to use ICT innovatively?
Marjolein Drent & Martina Meelissen
Computers & Education Vol. 51, No. 1 (August 2008) pp. 187–199
This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that... More
pp. 187-199
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From access to usage: The divide of self-reported digital skills among adolescents
Zhi-Jin Zhong
Computers & Education Vol. 56, No. 3 (April 2011) pp. 736–746
Based on the PISA data in 2003 and 2006, this paper develops a hierarchical linear model to identify multi-level explanatory variables of the divide of adolescents’ self-reported digital skills. At... More
pp. 736-746
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Who assigns the most ICT activities? Examining the relationship between teacher and student usage
Shihkuan Hsu
Computers & Education Vol. 56, No. 3 (April 2011) pp. 847–855
The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students... More
pp. 847-855
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The beliefs behind the teacher that influences their ICT practices
Sarah Prestridge
Computers & Education Vol. 58, No. 1 (January 2012) pp. 449–458
This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’... More
pp. 449-458
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ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts
Ruben Vanderlinde, Johan van Braak & Sara Dexter
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1339–1350
Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and... More
pp. 1339-1350
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Choosing communication portfolios to accomplish tasks: The effects of individual differences
Chei Sian Lee, Dion Hoe-Lian Goh, Alton Y.K. Chua & Brendan Luyt
Computers & Education Vol. 53, No. 4 (December 2009) pp. 1167–1176
The myriad of information communication technologies (ICTs) available today has changed the way students choose and use them. Specifically, individuals are increasingly relying on a mix of ICTs for... More
pp. 1167-1176
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Propagation & level: Factors influencing in the ICT composite index at the school level
Hiroyuki Aoki, JaMee Kim & WonGyu Lee
Computers & Education Vol. 60, No. 1 (January 2013) pp. 310–324
Many nations are greatly affected by their education policies, and the educational level of different schools is relevant to a nation’s ICT policy. In the area of ICT, Korea has achieved quite high... More
pp. 310-324
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Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006
Cathrine Tømte & Ove E. Hatlevik
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1416–1424
In this paper, we explored the relationship between self-efficacy, Information and Communication Technology (ICT) user profiles, and gender. Self-efficacy is an important theoretical and empirical ... More
pp. 1416-1424
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An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia
King Luu & John G. Freeman
Computers & Education Vol. 56, No. 4 (May 2011) pp. 1072–1082
Despite the lack of substantial evidence for improvement in the quality of teaching and learning with information and communication technology (ICT), governmental organizations have pushed ICT as a... More
pp. 1072-1082