Concept-guided development produced no significant difference between 'traditional' and 'innovative' schools in the total number of different technology tools used¶

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? Across the five case-study schools, the total number of different tools used did not differ significantly between school types. → 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

Quantitative comparison across the five embedded case studies of learning arrangements. Both 'traditional' schools used a total of seven tools; 'innovative' schools used eight, eight, and six, and the article reports "No significant differences were found between the ‘traditional’ and the ‘innovative’ schools".

"No significant differences were found between the ‘traditional’ and the ‘innovative’ schools in terms of the total number of different tools that were used."

Discussion¶

Related Claims¶

• Numbers of computers per class differed between schools but not between school types — related
• Concept-guided development of technology use promoted integration of technology supporting different pedagogies, when integration is defined qualitatively — related
• 'Innovative' schools used more different tools per learning arrangement than 'traditional' schools — related
• Teachers at all five schools perceived the developed technology as common and indispensable, with no differences between school types — related
• Achieved technology integration at schools with different educational concepts does not necessarily differ when integration encompasses teachers' appreciation — related