Pedagogy and ICT Use : In Schools Around the World Findings from the IEA Sites 2006 Study

By N. Law, W. Pelgrum, T. Plomp. 2008

395 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/336766662bd7f47e6ad842d4db95ba4f4818b2bd

Citations in the corpus

• Challenges to learning and schooling in the digital networked world of the 21st century (2013, neutral): “However, when inspecting this change more closely it was obvious that in a number of Asian countries (Hong Kong, Japan, Taiwan, Thailand, Singapore) school principals reported an increase of 21st century learning in their school, while school principals in some European countries (Denmark, Norway, S”
• Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, neutral): “…and “constructivist” teaching methods would be associated with more intensive use of ICT in the classroom (Sandholtz, Ringstaff, & Dwyer, 1997; Moseley et al., 1999; Becker, 2000; Venezky & Davis, 2002; Kozma, 2003; Dede, 2008; Hermans, Tondeur, van Braak, & Valke, 2008; Law et al., 2008).”
• Preparing for life in a digital age (2014, neutral): “The SITES 2006 findings indicated that school principals’ views about the pedagogical value of ICT, as well as the ICT-related support teachers had at hand, influenced science teachers’ and mathematics teachers’ ICT use (Law et al., 2008).”
• Risk-aversion: understanding teachers’ resistance to technology integration (2013, neutral): “The SITES 2006 study found that the best positive predictor of technology integration was D ow nl oa de d by [ U ni ve rs id ad N ac io na l A nd re s B e] a t 1 2: 11 0 2 Fe br ua ry 2 01 5 teachers’ competence and efficacy using technology (Law et al., 2008).”