Critical reflections on the benefits of ICT in education

By Sonia Livingstone. 2012

665 citations recorded by the source corpus.

In both schools and homes, information and communication technologies (ICT) are widely seen as enhancing learning, this hope fuelling their rapid diffusion and adoption throughout developed societies. But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. This article examines two possible explanations – first, that convincing evidence of improved learning outcomes remains surprisingly elusive, and second, the unresolved debate over whether ICT should be conceived of as supporting delivery of a traditional or a radically different vision of pedagogy based on soft skills and new digital literacies. The difficulty in establishing traditional benefits, and the uncertainty over pursuing alternative benefits, raises fundamental questions over whether society really desires a transformed, technologically-mediated relation between teacher and learner.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/723fc9efbe679f5f8a22e3c3360464a7a76c3353

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. Monica Bulger
2. Francesco Avvisati
3. Prokopia Vlachogianni
4. Nikolaos Tselios
5. Sonia Livingstone
6. Andra Siibak
7. Ellen J. Helsper
8. CandiceL. Odgers

In Literature and Literary Theory

1. Francesco Avvisati
2. Monica Bulger
3. Prokopia Vlachogianni
4. Nikolaos Tselios
5. Sonia Livingstone

Citations in the corpus

• A Global Research Agenda for Children's Rights in the Digital Age (2014, background): “Or should one design contextualised research (typically qualitative) to maximise relevance, responsiveness and applicability of findings within a particular country (Livingstone, 2012b)?”
• Students, computers and learning : making the connection (2015, background): “), thus extending or integrating the range of time and places where learning can take place (Livingstone, 2011).”
• Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review (2021, background): “The contribution of information and communication technologies (ICTs) in education is very significant (Livingstone, 2012; De Witte & Rogge, 2014; Piper et al., 2015; Petko et al., 2017; Dushayeva, 2019; Altanopoulou et al., 2015; Safar et al., 2016).”