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Factors Contributing to a Sustainable Implementation of Digital Media in Schools and Classrooms – Empirical Analyses and some Consequences for Teacher Education
PROCEEDINGS

, TU Dortmund University, Germany

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper outlines selected findings from the German follow-up study (2006–2007) of the IEA-Study Second Information Technology in Education Study, Module 2 (SITES-M2), funded by the German Research Foundation. It is a qualitative and quantitative study based on case studies and was conducted five years after the data collection in SITES-M2 (1999–2002). It identifies supporting and hindering factors contributing to a long-term and sustainable ICT implementation in schools and classrooms from a school improvement and school development perspective. A model resulting out of this study presents the main findings and allows to discuss consequences for teacher education.

Citation

Eickelmann, B. (2010). Factors Contributing to a Sustainable Implementation of Digital Media in Schools and Classrooms – Empirical Analyses and some Consequences for Teacher Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1421-1428). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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Cited By

  1. What Affects Students’ Computer and Information Literacy around the World? – An Analysis of School and Teacher Factors in High Performing Countries

    Ramona Lorenz, TU Dortmund University, Germany; Birgit Eickelmann, University of Paderborn, Germany; Julia Gerick, TU Dortmund University, Germany

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1212–1219

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