Curricula and the use of ICT in education: Two worlds apart?

By Jo Tondeur, Johan van Braak, Martin Valcke. British Journal of Educational Technology, 2007

359 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/3e6d3306fb394f6bf48fb9540734cc6a70d66cc4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jo Tondeur
2. Johan van Braak
3. Martin Valcke
4. Sonia Livingstone
5. Andra Siibak
6. Ellen J. Helsper
7. Anne T. Ottenbreit-Leftwich
8. Shih-Hsiung Liu

In Gender Studies

1. Jo Tondeur
2. Johan van Braak
3. Martin Valcke
4. Sonia Livingstone
5. Anne T. Ottenbreit-Leftwich
6. Shih-Hsiung Liu

In Information Systems

1. Jo Tondeur
2. Johan van Braak
3. Martin Valcke
4. Sonia Livingstone

Citations in the corpus

• Critical reflections on the benefits of ICT in education (2012, background): “Problematically, teacher surveys find that ‘teachers mainly focus on the development of technical ICT skills’ notwithstanding that ‘the ICT curriculum centres on the integrated use of ICT within the learning and teaching process’ (Tondeur et al , 2007 , p.”
• The impact of primary school teachers' educational beliefs on the classroom use of computers (2008, background): “Similar remarks were made in a recent study of Tondeur et al. (2006) on the integration of ICT competency frameworks in Flemish primary education.”
• A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics (2008, methodology): “Since they are relevant for all subject areas, the ICT standards can be labelled as cross-curriculum objectives and developmental objectives (Tondeur et al. 2007b).”