The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality
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.
CitationHadfield, M. and Jopling, M. (2014) The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality, Innovations in Education and Teaching International, 51 (6), pp. 607-617.
PublisherTaylor & Francis
JournalInnovations in Education and Teaching International
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/