Introducing ICT in schools in England: Rationale and consequences.

• Autores: Michael Hammond
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 45, Nº. 2, 2014, págs. 191-201
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • This paper provides a critical perspective on the attempts to promote the use of information and communication technology ( ICT) in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards to contribute to developing a curriculum which has more vocational/social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world where the use of technology is pervasive. However, the claims made for ICT display excessive optimism and a sense of 'inevitability.' ICT has had only a modest impact on schools, though impact has to be considered in the context of what can realistically be expected: the contribution of ICT has not been negligible. Future development in the use of ICT should be more measured and adaptive, taking account of the multidimensional nature of technology. [ABSTRACT FROM AUTHOR]