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ERIC Number: EJ926495
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1449-5554
Framing ICT Implementation in a Context of Educational Change: A Structural Equation Modelling Analysis
Wong, Emily M. L.; Li, Sandy C.
Australasian Journal of Educational Technology, v27 n2 p361-379 2011
Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed. (Contains 6 figures and 7 tables.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong