Towards a definition of the integration of ICT in the classroom
Lloyd, Margaret M. (2005) Towards a definition of the integration of ICT in the classroom. In AARE '05 Education Research - Creative Dissent: Constructive Solutions, Nove 27 -Dec 1, 2005, Parramatta, New South Wales.
It is self-evident to suggest that how something is understood and defined and when and where it is used determines how it is measured. The way that ICT integration is currently being measured is premised on these notions. A rethinking of the measurement of ICT integration needs a parallel rethinking of what the term "integration" means and arguably a clearer understanding of the role and level of mediation of the technology itself.
The theoretical purpose of this paper is to problematise the concepts which underpin the measurement of ICT integration and in turn, threaten to restrict the adoption of consistent and generally-applied definitions of terms. The logistical purpose of this paper is to serve as the introduction to a conference symposium on the measurement of integration of ICT in Australian classrooms. The paper will offer an environmental scan of the research into the defining and measuring of ICT integration.
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|Item Type:||Conference Paper|
|Keywords:||Information Communication Technology [ICT], integration|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 AARE|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||20 Feb 2006 00:00|
|Last Modified:||25 Mar 2013 08:07|
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