NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ788503
Record Type: Journal
Publication Date: 2008-Mar
Pages: 22
Abstractor: Author
Reference Count: 56
ISSN: ISSN-0924-3453
Framing ICT Implementation in a Context of Educational Change: A Multilevel Analysis
Wong, Emily M. L.; Li, S. C.
School Effectiveness and School Improvement, v19 n1 p99-120 Mar 2008
Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop multilevel models to explore how the relevant contextual factors contribute to effective ICT implementation, in particular the school-level factors. Results indicated that from teacher perspectives, ICT was able to act as a lever to bring about changes in student learning in the context of establishing collegiality in schools. Sociocultural setting rather than structural characteristics of the school accounted for the variation of school mean for perceived changes in student learning. Specifically, perceived changes in pedagogy modulated perceived changes in student learning among schools. (Contains 1 figure and 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A