Some teachers declined to use the VCL citing organisational difficulties and curriculum fit¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Some teachers in the initial interviews declined to use the VCL in classroom practice, citing organisational difficulties of getting computer-room access, busy schedules and insufficient problems catering to the Irish curriculum. → Donnelly 2011
Evidence¶
Donnelly 2011¶
Donnelly, D., McGarr, O. and O'Reilly, J. (2011). A Framework for Teachers' Integration of ICT Into Their Classroom Practice. Computers and Education;57(2), 1469-1483. https://hdl.handle.net/10344/2340
q2 · i? · qualitative · r2
Findings from the follow-on study regarding teachers who declined participation. The article reports the cited reasons were "the organisational difficulties of getting to use the computer room, busy schedules and that the VCL had not enough problems catered to the Irish curriculum", linking the first two to first-order barriers and the curriculum comment to second-order barriers.
"The reasons cited were the organisational difficulties of getting to use the computer room, busy schedules and that the VCL had not enough problems catered to the Irish curriculum."
Discussion¶
Related Claims¶
- Teachers and stakeholders centred their views of ICT's role on first-order barriers of resources and students — related
- Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — a broader claim this one bears on
- Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time — related
- Teachers with ownership adapted the VCL easily while teachers lacking ownership reduced the problem to a cookbook approach — related
- Teachers valued the VCL for removing the physicality of practical work and raising the cognitive level of problem-solving — related
- Teachers used the VCL in ways that re-enforced their current practice, whether student-centred or teacher-centred — related
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