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Introducing ICT in schools in England : rationale and consequences
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Hammond, Michael (2014) Introducing ICT in schools in England : rationale and consequences. British Journal of Educational Technology, Volume 45 (Number 2). pp. 191-201. doi:10.1111/bjet.12033
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Official URL: http://dx.doi.org/10.1111/bjet.12033
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.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education > LA History of education | ||||
| Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||
| Library of Congress Subject Headings (LCSH): | Computer-assisted instruction | ||||
| Journal or Publication Title: | British Journal of Educational Technology | ||||
| Publisher: | Wiley-Blackwell Publishing Ltd. | ||||
| ISSN: | 0007-1013 | ||||
| Official Date: | 7 March 2014 | ||||
| Dates: |
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| Volume: | Volume 45 | ||||
| Number: | Number 2 | ||||
| Number of Pages: | 11 | ||||
| Page Range: | pp. 191-201 | ||||
| DOI: | 10.1111/bjet.12033 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access |
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