Important: Use custom search function to get better results from our thousands of pages

Use " " for compulsory search eg:"electronics seminar" , use -" " for filter something eg: "electronics seminar" -"/tag/" (used for exclude results from tag pages)

Thread Rating:
  • 0 Vote(s) - 0 Average
  • 1
  • 2
  • 3
  • 4
  • 5


.pdf   THE INTEGRATION.pdf (Size: 950.73 KB / Downloads: 71)


There is an increasing awareness that disappointing experiences with the introduction of
computers in education are a consequence of insufficiently taking into account factors that
are crucial when introducing change in educational settings. Many of the problems in the
literature show great similarity with the kind of problems often experienced in curriculum
implementation. In this context the endeavors to make computer use an integrated part of
classroom activities are analyzed. Emphasis will be laid on the interaction between teachers
and courseware; elements for a more effective strategy for the integration of computer use
in educational practice will be presented


Despite many national and local initiatives, examples of successful computer use in
classroom practice are still relatively rare. In many countries the number of computers
in schools has considerably increased in recent years. However, little progress has been
made: still few teachers are actual users; software use is often restricted to drill and
practice type; the alignment with the curriculum pattern is poor. Research results (of
both surveys and case studies) from many countries point to the conclusion that there
is still a long way ahead before computer use will be effectively integrated in most
classrooms (see e.g. Becker, 1986; Office of Technology Assessment [OTA], 1988, for
the USA;, Chomienne, 1988; Olson & Eaton, 1986, for Canada; Cox, 1987, for the U.K.;
Inspectorate, 1986; Plomp & Van den Akker, 1988, for the Netherlands).

An Overview of Factors Affecting Implementation

_ Drawing upon the work of Fullan (1982) and of Van Velzen, Miles, Ekholm,
Hameyer, and Robin (1985), we propose a framework for discussing factors influencing
the implementation of innovations in the educational practice by distinguishing four
categories of variables:
- national (and/or state and/or district) context;
- characteristics of the school (organization);
- external support;
- characteristics of the innovation itself.

National Context

Still little empirical research is done about the impact of variables in the national
(state/district) context on the actual use of computers in the school practice. Descriptions
of national policies on information technology in many countries are available (e.g.
Beishuizen, Tobin & Weston, 1988), but focused research efforts in this area are hard
to find. Broad attention for policy variables is given by Fullan et al. (1987) in their
study on the implementation of the new information technology in Ontario schools.
Apart from obvious tasks as investing in hardware, software development, research,
teacher training and the like, policy makers should also play a stimulating role in the
planning and co-ordination of implementation activities. Proclamation of new aims for
the educational system and encouragement “from above” for initiatives and activities
in the field can be helpful for the many participants in the innovation.

School Organization

The influence of the school organization on the implementation of computer use has
been studied more frequently. The results usually confirm the findings from the more
general innovation literature.
Encouragement and support from school administrators and principals are of vital
importance (Carmichael, Burnett, Higginson, Moore, & Pollard, 198.5; Cox, Rhodes, &
Hall, 1988; Fullan et al., 1987). Help from principals is especially necessary in providing
for facilities for training, the purchase of hardware and software, the rearrangement of
timetables and other organizational measures.
Also conducive to the implementation process is a positive school climate where
teachers give mutual support by exchanging ideas and experiences and by providing
feedback (Carmichael et al., 1985; Cox, 1987; Inspectorate, 1986).
There is a growing awareness that the disappointing experiences with the introduction of computers into education are a consequence of insufficient account being taken of factors that are crucial when change is introduced in educational settings. Many of the problems in the literature show a great similarity with the type of problems frequently experienced in the implementation of the curriculum. In this context, the efforts to integrate the use of the computer in classroom activities are analyzed. Emphasis will be placed on interaction between teachers and teaching materials; elements will be presented for a more effective strategy for integrating the use of computers in educational practice, with special attention to the design of support materials as an essential part of the teaching material.

Technological integration is the use of technology tools in areas of general content in education to enable students to apply computer and technology skills to learning and problem solving. In general terms, the curriculum promotes the use of technology and not vice versa. Technological integration is defined as the use of technology to improve and support the educational environment. Technological integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer instead of regular pencil and paper. Technological integration in class would help students explore more.

Marked Categories : use of computer in education, contact inspectorate co in loc es, info inspectorate co in loc es,

Quick Reply
Type your reply to this message here.

Image Verification
Please enter the text contained within the image into the text box below it. This process is used to prevent automated spam bots.
Image Verification
(case insensitive)

Possibly Related Threads...
Thread Author Replies Views Last Post
  An Overview of the Hospitality and Restaurant Management Profession pdf project girl 1 1,672 26-08-2017, 11:25 AM
Last Post: jaseela123
  How to use academic purpos ciattion tool ? ChristyNolen 0 24 08-08-2017, 01:54 PM
Last Post: ChristyNolen
  research topics in computer science and engineering project topics 4 17,786,512 04-02-2017, 12:26 PM
Last Post: jaseela123
  International Journal of Advanced Research in Computer Science and Software dhanabhagya 0 787 30-12-2015, 04:07 PM
Last Post: dhanabhagya
  Eye Movement-Based Human-Computer Interaction Techniques: Toward Non-Command seminar projects maker 1 1,489 04-02-2015, 12:12 AM
Last Post: Guest
  Emotional speech recognition: Resources, features, and methods pdf seminar post 0 1,416 11-06-2014, 12:45 PM
Last Post: seminar post
  Ethical issues experienced by intensive care unit nurses in everyday practice pdf seminar projects maker 0 1,051 29-05-2014, 10:34 AM
Last Post: seminar projects maker
  The Georgia Tech Unmanned Aerial Research Vehicle: GTMax pdf seminar post 0 714 28-05-2014, 11:44 AM
Last Post: seminar post
  SIGNIFICANCE OF MATHEMATICS FOR ECONOMICS pdf seminar projects maker 0 522 27-05-2014, 11:30 AM
Last Post: seminar projects maker
  PROCESSING OF MERCURY – STIBIUM GOLD BEARING ORE OF DJIJIKRUT DEPOSIT pdf seminar projects maker 0 455 24-05-2014, 10:24 AM
Last Post: seminar projects maker
This Page May Contain What is THE INTEGRATION OF COMPUTER USE IN EDUCATION pdf And Latest Information/News About THE INTEGRATION OF COMPUTER USE IN EDUCATION pdf,If Not ...Use Search to get more info about THE INTEGRATION OF COMPUTER USE IN EDUCATION pdf Or Ask Here