2,515
Views
12
CrossRef citations to date
0
Altmetric
Articles

Transforming the core business of teaching and learning in classrooms through ICT

&
Pages 285-301 | Received 17 Jun 2012, Accepted 03 Apr 2014, Published online: 02 Dec 2014

References

  • Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok: UNESCO.
  • Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research in education: An introduction to theory and methods (5th ed.). Boston, MA: Pearson.
  • Browne, E. (2002). Information and communication technology and the management of change in two post-compulsory educational institutions. Research in Post-Compulsory Education, 7, 177–188.
  • Caine, R. N., Caine, G., McClintic, C. L., & Klimek, K. J. (2009). 12 brain/mind learning principles in action: Developing executive functions of the human brain (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Chandra, V., & Briskey, J. (2012). ICT driven pedagogies and its impact on learning outcomes in high school mathematics. International Journal of Pedagogies and Learning, 7, 73–83.
  • Chandra, V., & Lloyd, M. (2008). The methodological nettle: ICT and student achievement. British Journal of Educational Technology, 39, 1087–1098.
  • Chandra, V., & Watters, J. J. (2012). Re-thinking physics teaching with web-based learning. Computers & Education, 58(1), 631–640.
  • Crook, C., Harrison, C., Farrington-Flint, L., Tomás, C., & Underwood, J. (2010). British Educational Communications and Technology Agency (BECTA): The impact of technology: Value-added classroom practice. BECTA.
  • Crossley, D., & Corbyn, G. (2010). Learn to transform: Developing a 21st century approach to sustainable school transformation. London: Continuum International Publishing Group.
  • Denzin, N., & Lincoln, Y. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
  • Elo, S., & Kyngas, H. (2007). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107–115.
  • Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
  • Fullan, M. (2010). All systems go: The change imperative for whole system reform. Cheltenham, Victoria: Hawker Brownlow Education.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.
  • Hardré, P. L., & Sullivan, D. W. (2008). Student differences and environment perceptions: How they contribute to student motivation in rural high schools. Learning and Individual Differences, 18, 471–485.
  • Hattie, J. (2009). Visible learning: A synthesis of meta-analyses relating to achievement. New York, NY: Routledge.
  • Hew, K., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
  • Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: Distinctions and relationships. Educational Studies, 30, 77–87.
  • Jensen, B. (2012). Catching up: Learning from the best school systems in East Asia. Retrieved from http://www.grattan.edu.au/publications/129_report_learning_from_the_best_main.pdf
  • Kalantzis, M., & Cope, B. (2008). New learning: Elements of a science of education. Cambridge: Cambridge University Press.
  • Kim, H. K., & Rissel, D. (2008). Instructors’ integration of computer technology: Examining the role of interaction. Foreign Language Annals, 41, 61–81.
  • Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109–1121.
  • Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Newbury Park, CA: Sage.
  • Kvale, S. (1996). Interviews. London: Sage Publications.
  • Lebrun, M. (2007). Quality towards an expected harmony: Pedagogy and technology speaking together about innovation. AACE Journal, 15, 115–130.
  • Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16, 233–263.
  • Loewe, P., & Dominiquini, J. (2006). Overcoming the barriers to effective innovation. Strategy and Leadership, 34, 24–31.
  • Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269.
  • Mills, K. A. (2010). A review of the digital turn in the new literacy studies. Review of Educational Research, 80, 246–271.
  • Mills, K. A., & Exley, B. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication, 31, 368–398.
  • Organisation for Economic Co-operation and Development. (2004). OECD identifies ‘disappointing’ use of ICT in upper secondary schools. Retrieved from http://www.oecd.org/document/18/0,3746,en_21571361_44559030_26302546_1_1_1_1,00andanden-USS_01DBC.html
  • Organisation for Economic Co-operation and Development. (2009). PISA 2009 results: What students know and can do: Student performance in reading, mathematics, and science (volume 1). Retrieved from http://www.oecd.org/document/53/0,3746,en_32252351_46584327_46584821_1_1_1_1,00.html
  • Orlando, J. (2009). Understanding changes in teachers’ ICT practices: A longitudinal perspective. Technology, Pedagogy and Education, 18, 33–44.
  • Pedersen, J., Yager, S., & Yager, R. (2010). Distributed leadership influence on professional development initiatives: Conversations with eight teachers. Journal of Academic Leadership, 8(3). Retrieved from http://www.academicleadership.org/article/Distributed_Leadership_Influence_on_Professional_Development_Initiatives_Conversations_with_Eight_TeachersNIT
  • Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58, 449–458.
  • Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: Sage.
  • Schwartz, D. L., Martin, T., & Nasir, N. (2005). Designs for knowledge evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge. In P. Gärdenfors & P. Johansson (Eds.), Cognition, education, and communication (pp. 21–54). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teachers’ responses to ICT. Technology, Pedagogy and Education, 20, 317–330.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher sociological processes. Cambridge, MA: The MIT Press.
  • Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers’ perceptions: Barriers and supports to using technology in the classroom. Education, Communication and Information, 5, 183–206.
  • Yin, R. K. (2003). Case study research design and methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104, 482–515.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.