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Introducing ICT in schools in E ngland: Rationale and consequences
Author(s) -
Hammond Michael
Publication year - 2014
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12033
Subject(s) - information and communications technology , context (archaeology) , curriculum , argument (complex analysis) , vocational education , optimism , perspective (graphical) , sociology , psychology , pedagogy , computer science , social psychology , paleontology , biochemistry , chemistry , artificial intelligence , world wide web , biology
This paper provides a critical perspective on the attempts to promote the use of information and communication technology ( ICT ) in teaching and learning in E ngland. 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.