Concept-guided development of technology use promoted integration of technology supporting different pedagogies, when integration is defined qualitatively¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The explorative case study suggests concept-guided development promotes integration of technology use supporting different pedagogies under a qualitative definition of integration. → Sandra de Koster 2017

Evidence¶

Sandra de Koster 2017¶

Sandra de Koster, Monique Volman, Els Kuiper. (2017). Concept-guided development of technology in 'traditional' and 'innovative' schools: quantitative and qualitative differences in technology integration. Education Tech Research Dev 65:1325–1344. https://doi.org/10.1007/s11423-017-9527-0

q2 · i? · qualitative · r3

Authors' interpretation (type e) from the discussion of the five-school explorative multiple case study. The article states the findings "suggest that a concept-guided development of technology use does promote the integration" under a qualitative definition, supporting Zhao et al.'s distance-minimizing account.

"Our findings from this explorative case study suggest that a concept-guided development of technology use does promote the integration of the technology use that supports different pedagogies when defining technology integration in a qualitative way."

Discussion¶

Related Claims¶

• Achieved technology integration at schools with different educational concepts does not necessarily differ when integration encompasses teachers' appreciation — related
• Concept-guided development produced no significant difference between 'traditional' and 'innovative' schools in the total number of different technology tools used — related
• Teachers at all five schools perceived the developed technology as common and indispensable, with no differences between school types — related