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Conceptualising Computer Use in Education: Introducing the Computer Practice Framework (CPF)
Author(s) -
Twining Peter
Publication year - 2002
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920120109775
Subject(s) - scope (computer science) , set (abstract data type) , computer science , computer assisted instruction , engineering ethics , management science , mathematics education , pedagogy , knowledge management , sociology , psychology , multimedia , engineering , programming language
There is a growing need to be able to enhance the impact of investing in computer use in education at all levels. The article suggests that one way to approach this problem is through looking at the impact of such investments on educational practice. This necessitates the use of a coherent framework for conceptualising the educational practice surrounding computer use. A number of important problems with existing frameworks for thinking about the educational practice surrounding computer use are identified and a set of criteria for evaluating such frameworks is presented. A new framework, the Computer Practice Framework (CPF), is then described and its scope and limitations are discussed in the light of these evaluation criteria.