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dc.contributor.authorRomina Jamieson-Proctor, Associate Professoren_US
dc.contributor.authorFinger, Glennen_US
dc.contributor.editorDr Geoff Romeoen_US
dc.date.accessioned2017-04-24T10:04:41Z
dc.date.available2017-04-24T10:04:41Z
dc.date.issued2008en_US
dc.date.modified2009-04-09T22:37:21Z
dc.identifier.issn08169020en_US
dc.identifier.urihttp://hdl.handle.net/10072/22107
dc.description.abstractA review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006). This paper investigates the overarching research question - Are ICT initiatives having the desired impact on teaching and learning in schools? It provides a synthesis of the results of recent investigations by us in Queensland State and Catholic schools involving 2652 teachers from 168 schools across the two systems. Significant statistical findings that link teachers' confidence in using ICT with students, to the quantity and quality of students' use of ICT for learning are highlighted. The findings support the hypothesis that current ICT initiatives are having less than the desired result in both Queensland systems. The paper concludes with a call for Australia-wide research to unpack and address the factors, such as teacher confidence, that are currently constraining the use of ICT within Australian schooling systems.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent266537 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Council for Computers in Educationen_US
dc.publisher.placeMelbourne, Victoriaen_US
dc.publisher.urihttp://www.acce.edu.au/item.asp?pid=1120en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom12en_US
dc.relation.ispartofpageto18en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Educational Computingen_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleACT to Improve ICT Use for Learning: A synthesis of studies of Teacher Confidence in Using ICT in two Queensland schooling systemsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright remains with the authors 2008. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this journal please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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