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dc.contributor.authorJamieson-Proctor, Rominaen_US
dc.contributor.authorFinger, Glennen_US
dc.contributor.editorLeo Tan Wee Hin & R. Subramaniamen_US
dc.date.accessioned2017-05-03T12:59:41Z
dc.date.available2017-05-03T12:59:41Z
dc.date.issued2009en_US
dc.date.modified2014-02-10T21:49:44Z
dc.identifier.isbn9781605661209en_US
dc.identifier.doi10.4018/978-1-60566-120-9.ch021en_US
dc.identifier.urihttp://hdl.handle.net/10072/29252
dc.description.abstractTeaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherInformation Science Referenceen_US
dc.publisher.placeHershey, New Yorken_US
dc.publisher.urihttp://dx.doi.org/10.4018/978-1-60566-120-9en_US
dc.relation.ispartofbooktitleHandbook of Research on New Media Literacy at the K-12 Level: Issues and Challengesen_US
dc.relation.ispartofchapter21en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom326en_US
dc.relation.ispartofpageto339en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleMeasuring and Evaluating ICT Use: Developing an Instrument for Measuring ICT Useen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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