| dc.creator |
Mary Burns |
|
| dc.date |
2013-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:22:10Z |
|
| dc.date.available |
2015-07-20T22:22:10Z |
|
| dc.identifier |
10.3991/ijet.v8i1.2376 |
|
| dc.identifier |
1863-0383 |
|
| dc.identifier |
https://doaj.org/article/b8c92a784d3f42229bcdf3a90861c9be |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/20582 |
|
| dc.description |
The question of whether computers have positively or negatively impacted student learning is still hotly contested in educational technology circles, particularly in the area of international development, by proponents and critics of technology in education. Overall, research still provides conflicting answers to this question. Nonetheless, the abundant research on effective school change and innovation implementation points to practices which those who promote technology in schools should tap. This paper outlines the long-term structural conditions that can lead to the deep change technology initiatives seek to promote. |
|
| dc.language |
English |
|
| dc.publisher |
kassel university press GmbH |
|
| dc.relation |
http://online-journals.org/i-jet/article/view/2376 |
|
| dc.relation |
https://doaj.org/toc/1863-0383 |
|
| dc.rights |
CC BY |
|
| dc.source |
International Journal of Emerging Technologies in Learning (iJET), Vol 8, Iss 1, Pp 38-45 (2013) |
|
| dc.subject |
Educational technology debate, ICT in education, benefits and weaknesses of ICT in education, technology integration, technology dissenters, technology enthusiasts |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:Technology (General) |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:Technology (General) |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Technology (General) |
|
| dc.subject |
T1-995 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Success, Failure or “No Significant Difference”? The Arguments For and Against Technology as a Learning Tool |
|
| dc.type |
article |
|