Main Content
Session Information
16 SES 03 A, Research on Teachers' Digital Competence and/or Integration of ICT in K-12 Education
Paper Session
Contribution
(Abstract submitted for the “Research on teachers' digital competence and/or integration of ICT in K-12 education” special session within Network 16).
Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.
The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Author 1, Author 2, Author 3 & Colleague, 20**; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.
Method
Expected Outcomes
References
Author 1, Author 2, Author 3 & Colleague (20**). [details removed for peer review]. Published as an international book chapter. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London & New York: Routledge. Convery, A. (2009). The pedagogy of the impressed. How teachers become victims of technological visions. Teachers and Teaching: Theory and Practice, 15(1), 25–41. Egea, O. M. (2014). Neoliberalism, education and the integration of ICT in schools. A critical reading. Technology, Pedagogy and Education, 23(2), 267-283. Edwards, D.B. (2012), “Researching international processes of education policy formation: conceptual and methodological considerations”. Research in Comparative and International Education, 7(2), 127-145. Hadjithoma-Garstka, C. (2011). The role of the principal’s leadership style in the implementation of ICT policy. British Journal of Educational Technology, 42(2), 311–326. Hammond, M- (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201, Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational Researcher, 38(4), 417-431. McGarr, O. (2009). The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40(6), 1094–1108. Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage. Lim, M. H. (2015). How Singapore teachers in a pioneer ‘School of the Future’ context ‘deal with’ the process of integrating information and communication technology into the school curriculum. The Australian Educational Researcher, 42, 69-96. Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning [Educational reform and political control]. Stockholm: HLS förlag. Tondeur, J., van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology, 38(6), 962–976. Vanderlinde, R., van Braak, J. & Dexter, S. (2012). ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts. Computers & Education, 58, 1339-1350.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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