The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality

2.50
Hdl Handle:
http://hdl.handle.net/2436/620968
Title:
The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality
Authors:
Hadfield, Mark; Jopling, Michael
Abstract:
This paper discusses the development of a model targeted at non-specialist practitioners implementing innovations that involve information and communication technology (ICT) in education. It is based on data from a national evaluation of ICT-based projects in initial teacher education (ITE), which included a large-scale questionnaire survey and six in-depth case studies. It draws on affordance and multimodality theory to address, and move beyond, considerations of the role played by the usability and utility of technology in any implementation. It argues that the perceived ‘status’ of technologies is a key factor in the success of an innovation.
Citation:
The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality 2014, 51 (6):607 Innovations in Education and Teaching International
Journal:
Innovations in Education and Teaching International
Issue Date:
18-Jun-2014
URI:
http://hdl.handle.net/2436/620968
DOI:
10.1080/14703297.2014.924747
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/14703297.2014.924747
Type:
Article
Language:
en
ISSN:
1470-3297; 1470-3300
Appears in Collections:
Engineering and Technology

Full metadata record

DC FieldValue Language
dc.contributor.authorHadfield, Marken
dc.contributor.authorJopling, Michaelen
dc.date.accessioned2017-12-07T16:58:45Z-
dc.date.available2017-12-07T16:58:45Z-
dc.date.issued2014-06-18-
dc.identifier.citationThe development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality 2014, 51 (6):607 Innovations in Education and Teaching Internationalen
dc.identifier.issn1470-3297-
dc.identifier.issn1470-3300-
dc.identifier.doi10.1080/14703297.2014.924747-
dc.identifier.urihttp://hdl.handle.net/2436/620968-
dc.description.abstractThis paper discusses the development of a model targeted at non-specialist practitioners implementing innovations that involve information and communication technology (ICT) in education. It is based on data from a national evaluation of ICT-based projects in initial teacher education (ITE), which included a large-scale questionnaire survey and six in-depth case studies. It draws on affordance and multimodality theory to address, and move beyond, considerations of the role played by the usability and utility of technology in any implementation. It argues that the perceived ‘status’ of technologies is a key factor in the success of an innovation.en
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/14703297.2014.924747en
dc.rightsArchived with thanks to Innovations in Education and Teaching Internationalen
dc.subjectaffordancesen
dc.subjectICT implementationen
dc.subjectinitial teacher educationen
dc.subjectmultimodalityen
dc.subjecttechnologyen
dc.titleThe development of an implementation model for ICT in education: an example of the interaction of affordances and multimodalityen
dc.typeArticleen
dc.identifier.journalInnovations in Education and Teaching Internationalen
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