Teachers with ownership adapted the VCL easily while teachers lacking ownership reduced the problem to a cookbook approach¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who demonstrated ownership of the VCL adapted it easily and let students explore its functionality, whereas teachers lacking ownership spent a lesson demonstrating features didactically and reduced the problem on the VCL to a cookbook approach. → 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

Classroom observations from the follow-on study. The article contrasts Teacher D and Teacher G, who let students play with the VCL beforehand, with Teacher I and Teacher J, who "spent a lesson showing the students the features of the VCL in a didactic and teacher-centred manner" and reduced the problem to a cookbook approach.

"Teacher I and Teacher J did not provide their students with the opportunity to find out the features of the VCL for themselves but instead spent a lesson showing the students the features of the VCL in a didactic and teacher-centred manner."

Discussion¶

Related Claims¶

• Teachers used the VCL in ways that re-enforced their current practice, whether student-centred or teacher-centred — a broader claim this one bears on
• Teachers valued the VCL for removing the physicality of practical work and raising the cognitive level of problem-solving — related
• Some teachers declined to use the VCL citing organisational difficulties and curriculum fit — related