Teachers at all five schools perceived the developed technology as common and indispensable, with no differences between school types¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2017 · 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? On the qualitative labels 'technology perceived as common' and 'technology perceived as indispensable', no differences were found 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? · qualitative · r3
Qualitative content analysis of three rounds of semi-structured focus group interviews with teacher teams at each school. The article reports "no differences were found between the school types" on these two labels, with teachers saying they 'could not do without' the technology.
"With respect to the labels ‘technology per-ceived as common’ and ‘technology perceived as indispensable’ no differences were found between the school types."
Discussion¶
Related Claims¶
- Numbers of computers per class differed between schools but not between school types — related
- Concept-guided development produced no significant difference between 'traditional' and 'innovative' schools in the total number of different technology tools used — related
- Instructional technology is rejected when it mismatches the dominant pedagogy, as with the blackboard in monitorial schools — related
- Concept-guided development of technology use promoted integration of technology supporting different pedagogies, when integration is defined qualitatively — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
technology-perceived-common-indispensable-all-schools |
title |
Teachers at all five schools perceived the developed technology as common and indispensable, with no differences between school types |
description |
Teachers at all five schools perceived the developed technology as common and indispensable, with no differences between school types |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sandra-de-koster-2017 |
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