Achieved technology integration at schools with different educational concepts does not necessarily differ when integration encompasses teachers' appreciation¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Under a definition of integration that includes teachers' appreciation, schools with different concepts achieved similar integration, contrasting with stage models tying highest integration to constructivist teaching. → 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? · design · r2

Authors' interpretation in the discussion of implications, based on the case-study finding that integration became similar across school types. The article states this "stands in contrast to the suggestion that the highest stage of technology integration is only found in a context of innovative, con-structivist teaching and learning".

"This stands in contrast to the suggestion that the highest stage of technology integration is only found in a context of innovative, con-structivist teaching and learning (Sandholtz et al. 1997; Mueller et al. 2008)."

Discussion¶

Related Claims¶

• Concept-guided development of technology use promoted integration of technology supporting different pedagogies, when integration is defined qualitatively — related
• Concept-guided development produced no significant difference between 'traditional' and 'innovative' schools in the total number of different technology tools used — related