Abstract

In many countries the use of Information and Communication Technology (ICT) in education has been stimulated. To explore the implementation process and its support within secondary schools, research was conducted on modelling aspects of ICT implementation in Dutch secondary school practice. Case studies were carried out in 10 secondary schools by interviewing the school board, school leader, ICT co-ordinator, some teachers, pupils who liked ICT, pupils who did not like ICT, and some parents. In addition, relevant school documents were studied and lesson practice was observed. The information was subjected to a qualitative analysis from multilevel and school development points of view. The empirical results suggest five successive phases of ICT implementation within schools, which constitute five models representing the gradual ICT transformation of educational and learning processes. The fifth model, however, was designed theoretically as this phase had not yet been realised in educational practice. Finally, educational and policy support actions to the ICT transformation process in school are presented in a structured way. The results are worthwhile for school practice and national policies, but they also need further underpinning and validation through research in other schools.

Citation

Mooij, T. & Smeets, E. (2001). Modelling and supporting ICT implementation in secondary schools. Computers & Education, 36(3), 265-281. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/205304/.

Keywords

• Achitectures for educational technology system
• evaluation methodologies
• pedagogical issues
• secondary education
• Teaching/Learning Strategies