Abstract
This ethnographic case study describes and analyses the conditions that support the seamless integration of information communication technology (ICT) into the classroom with school initiated student one-to-one computer ownership program in a primary school from a sociocultural perspective – activity theory. The findings suggest the importance of two factors: technological infrastructures and teachers’ beliefs and practices. In addition, curriculum, school leadership and professional development also play less visible but supporting functions in the process of integrating ICT into the teaching and learning process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bebell, D., & O’Dwyer, L. M. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1).
Benes, P., Mudrak, D., Prochazka, J., Rambousek, V., & Stipek, J. (2008). Research of ICT education in the Czech Republic. Problems of Education in the 21st Century, 5, 24–34.
Bouterse, B., Corn, J. O., & Halstead, E. O. (2009). Choosing the perfect tools for one-to-one. Learning & Leading with Technology, 37(1), 14–17.
Chere-Masopha, J. C., & Bennett, S. (2007). Using teacher professional identity to understand classroom ICT practices. The International Journal of Learning, 14(7), 75–82.
Divaharan, S. & Lim, C.P. (2010). Secondary school socio-cultural context influencing ICT integration: A case study approach. Australasian Journal of Educational Technology, 26(6), 741–763.
Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: does increased access bring about increased student engagement? Journal of Educational Computing Research, 42(4), 423–441.
Dourneen, J. & Matthewman, S. (May 2009). Seeing through ICT: Re-viewing student teachers’ transformation of practice from university session to school placement. Studying Teacher Education, 5(1), 61–74
Dunleavy, M., Dexter, S., & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23(5), 440–452.
Engeström, Y. (1992). Interactive expertise: Studies in distributed working intelligence. Research Bulletin No. 83. Helsinki, Finland: Helsinki University Dept. of Education. (ERIC Document Reproduction Service No. ED349 956)
Engeström, Y. (2000). Activity theory as framework for analysing and redesigning work. Ergonomics, 43(7), 960–974.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
Garthwait, A., & Weller, H. G. (2005). A year in the life: Two seventh grade teachers implement one- to-one computing. Journal of Research on Technology in Education, 37(4), 361–375.
Gilbert, L. S. (1999). Where is my brain? Distributed cognition, activity theory, and cognitive tools. Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology. (ERIC Document Reproduction Service No. ED 436 153)
Harris, A. L., & Rea, A. (2009). Web 2.0 and virtual world technologies: a growing impact on IS education. Journal of Information Systems Education, 20(2), 137–144.
Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385–395.
Larkin, K., & Finger, G. (2011). Informing one-to-one computing in primary schools: Student use of netbooks. Australasian Journal of Educational Technology, 27(3), 514–530. www.ascilite.org.au/ajet/ajet27/larkin.html.
Lei, J., & Zhao, Y. (2008). One-to-one computing: What does it bring to schools? Journal of Educational Computing Research, 39(2), 97–122.
Lim, C. P. (2002). A theoretical framework for the study of ICT in schools: A proposal. British Journal of Educational Technology, 33(4), 411– 421.
Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55(1), 83–116.
Lim, C. P., Tay, L. Y., & Hedberg, J. (2011). Employing an activity-theoretical perspective to localize an educational innovation in an elementary school. Journal of Educational Computing Research, 44(3), 319–344.
Liu, C. C. & Milrad, M. (2010). Guest editorial – One-to-one learning in the mobile and ubiquitous computing age. Educational Technology & Society, 13 (4), 1–3.
Nardi, B. A., & Engeström, Y. (1999). A web on the wind: The structure of invisible work. Computer Supported Cooperative Work, 8(1/2), 1–8.
Ng, P. T. (2009). Relating quality and innovation: An exploration. International Journal of Quality and Innovation, 1(1), 3–15.
Oliver, K. M., & Corn, J. O. (2008). Student-reported differences in technology use and skills after the implementation of one-to-one computing. Educational Media International, 45(3), 215–229.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.
Passey, D. (June 2006). Technology enhancing learning: Analyzing uses of information and communication technologies by primary and secondary school pupils with learning frameworks. The Curriculum Journal, 17(2), 139–166
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Ringstaff, C., & Kelly, L. (2002). The learning return on our educational technology investment: A review of findings from research. San Francisco: WestEd.
Salomon, G. (1993). No distribution with individuals’ cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111–138). New York: Cambridge University Press.
Sipilä, K. (March 2010). The impact of laptop provision on teacher attitudes towards ICT. Technology, Pedagogy and Education, 9(1), 3–16.
Stake. R. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
Stuart, L. H., Mills, A. M., & Remus, U. (2009). School leaders, ICT competence and championing innovations. Computers and Educations, 53(3), 733–741.
Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case. Journal of Computer Assisted Learning, 26(4), 296–306.
Towndrow, P. A., & Vaish, V. (2009). Wireless laptops in English classrooms: A SWOT analysis from Singapore. Educational Media International, 46(3), 207–221.
Ward, L., & Parr, J. M. (2010). Revisiting and reframing use: implications for the integration of ICT. Computers and Education, 54(1), 113–122.
Waycott, J., Jones, A., & Scanlon, E. (2005). PDAs as lifelong learning tools: An activity theory based analysis. Learning, Media and Technology, 30(2), 107–130.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Tay, L.Y., Lim, S.K., Lim, C.P. (2013). Factors Affecting the ICT Integration and Implementation of one-to-one Computing Learning Environment in a Primary School – A Sociocultural Perspective. In: TAY, L.Y., LIM, C.P. (eds) Creating Holistic Technology-Enhanced Learning Experiences. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-086-6_2
Download citation
DOI: https://doi.org/10.1007/978-94-6209-086-6_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-086-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
