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dc.contributor.authorHadfield, Mark
dc.contributor.authorJopling, Michael
dc.date.accessioned2017-12-07T16:58:45Z
dc.date.available2017-12-07T16:58:45Z
dc.date.issued2014-06-18
dc.identifier.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.
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.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/14703297.2014.924747
dc.subjectaffordances
dc.subjectICT implementation
dc.subjectinitial teacher education
dc.subjectmultimodality
dc.subjecttechnology
dc.titleThe development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality
dc.typeJournal article
dc.identifier.journalInnovations in Education and Teaching International
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUOW071217MJ
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2017-12-07
dc.source.volume51
dc.source.issue6
dc.source.beginpage607
dc.source.endpage617
refterms.versionFCDAM
refterms.dateFOA2018-07-18T13:48:15Z
html.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.


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