Teaching and Learning in the Ict Environment

  • Bronwen Cowie
  • Alister Jones
Part of the Springer International Handbooks of Education book series (SIHE, volume 21)

ICTs are now a central means to be socially, economically, culturally and politically involved in twenty-first century society (Selwyn and Facer, 2007). They are integral to the global flows of knowledge, people and services that characterize the knowledge economy. In this information rich society knowledge is being reconfigured. Knowing and learning are now as much to do with access and participation as they are to do with the acquisition of skills and knowing that. Internationally, governments have endorsed the need for students to be ICT and information literate. The contention is that students will need to be able to access, integrate and evaluate information, construct new knowledge and communicate with others if they are to take their place as active citizens in an increasingly complex and information rich world. Also evident is the view that ICT can enhance student learning within traditional curricula subjects through a positive impact on student motivation and engagement, and that ICT has the potential to change both how and what students learn. To date however the impact of ICT technologies on education and schools has lagged behind what had been expected. This chapter is backgrounded against a national evaluation project on the provision of government-funded laptops to New Zealand schools and teachers carried out by the authors (Cowie, Jones, & Harlow, 2005). This project provided insights into the affordances of laptops/ICT use in schools and the conditions that support ICT use. In this chapter we explore the various dimensions of ICT use by teachers and students and what enables and constrains these.


Teacher Professional Development American Educational Research Journal Computer Assist Learn Lesson Material Formative Assessment Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Barab, S., Sadler, T., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59–82.CrossRefGoogle Scholar
  2. Bebell, D., Russell, M., & O'Dwyer, L. (2004). Measuring teachers' technology uses: Why multiple-measurers are more revealing. Boston, MA: Technology and Assessment Study Collaborative, Boston College.Google Scholar
  3. Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman.Google Scholar
  4. Cowie, B., Jones, A., & Harlow, A. (2005). The Digital Horizons laptops for teachers policy initiative: Impacts and consequences. New Zealand Annual Review of Education, 15, 111–132.Google Scholar
  5. Cuban, L. (2001). Oversold & underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Google Scholar
  6. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technology in high school classrooms: Explaining the apparent paradox. American Educational Research Journal, 38(4), 813–834.CrossRefGoogle Scholar
  7. Cunningham, M., Kerr, K., McEune, R., Smith, P., & Harris, S. (2004). Laptops for teachers: An evaluation of the first Year of the initiative (ICT in Schools Research and Evaluation Series No. 19), BECTA.Google Scholar
  8. Dale, R., Robertson, S., & Shortis, T. (2004). Yo u can't not go with the technological flow, can you? Constructing ‘ICT’ and ‘teaching and learning’. Journal of Computer Assisted Learning, 20, 456–470.CrossRefGoogle Scholar
  9. Furlong, J., Furlong, R., Facer K., & Sutherland, R. (2000). The National Grid for learning: A curriculum without walls. Cambridge Journal of Education, 30(1), 91–110.CrossRefGoogle Scholar
  10. Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.Google Scholar
  11. Gee, J. (2004). Language, learning, and gaming. A critique of traditional schooling. New York: Routledge.Google Scholar
  12. Hennessey, S., Deaney, R., & Ruthven, K. (2005). Emerging Teacher Strategies for Mediating ‘Technology-integrated Instructional Conversations’: A socio-cultural perspective. The Curriculum Journal, 16(3), 265–292.CrossRefGoogle Scholar
  13. Hoppe, H., Joiner, R., Milrad, M., & Sharples, M. (2003). Guest editorial: Wireless and mobile technologies in education. Journal of Computer Assisted Learning, 19, 255–259.CrossRefGoogle Scholar
  14. Kankaanranta, M. (2005). Guest editor's introduction: International perspectives on pedagogically innovative uses of technology. Human Technology, 1(2), 111–116.Google Scholar
  15. Kerr, S. (1991). Lever and Fulcrum: Educational technology in teachers' thought and practice. Teachers College Record, 93(1), 114–134.Google Scholar
  16. Kozma, R. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117–156.Google Scholar
  17. Lange, D. (1988). Tomorrow's Schools: The reform of education administration in New Zealand. Wellington: The Government Printer.Google Scholar
  18. Langer, A. (2005). IT and organisational learning. New York: Routledge.Google Scholar
  19. Leach, J., & Makalima, S. (2006, April 7–11). 4D Technologies for teachers: Investigating the use of ICT by the rural poor in Eastern Province, South Africa. Paper presented to the American Educational Research Association Conference, San Francisco.Google Scholar
  20. Loveless, A., & Ellis, V. (Eds.). (2001). ICT, pedagogy and the curriculum: Subject to change. London: Routledge/Falmer.Google Scholar
  21. Lim, C. (2002). A theoretical framework for the study of ICT in schools: a proposal. British Journal of Education Research, 33(4), 411–421.Google Scholar
  22. Means, B., Roschelle, J., Penuel, W., Sabelli, N., & Haertel, J. (2003). Technology's contribution to teaching and policy: Efficiency, standardisation, or transformation? Review of Education Research, 27, 159–182.CrossRefGoogle Scholar
  23. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston, MA: Beacon Press.Google Scholar
  24. Nash, V., Dutton, W., & Peltu, M. (2004). Innovative pathways to the next level of e-learning (Forum Discussion paper No. 2, August 2004). Oxford Internet Institute.Google Scholar
  25. Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, UK: Cambridge University Press.Google Scholar
  26. Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT. BECTA. www.becta.org.uk/page_ documents/research/enablers.pdf
  27. Selwyn, N. (1999). Why the computer is not dominating schools: A failure of policy or a failure of practice? Cambridge Journal of Education, 29(1), 77–91.CrossRefGoogle Scholar
  28. Selwyn, N., & Facer, K. (2007). Beyond the digital divide: Rethinking digital inclusion for the 21st century. Futurelab.Google Scholar
  29. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.Google Scholar
  30. Somekh, B., Mavers, D., & Lewin, C. 2001). Using ICT to enhance home-school links: An evaluation of current practice in England. BECTAGoogle Scholar
  31. Werstch, J. (1998). Mind as action. New York: Oxford University Press.Google Scholar
  32. Zhao, Y., & Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Bronwen Cowie
    • 1
  • Alister Jones
    • 1
  1. 1.School of EducationUniversity of WaikatoHamiltonNew Zealand

Personalised recommendations