A Policy Statement on the Place of Computers and Information Technology in Schools in Britain

Information technology in schools aggressively emerged in the late 1990s to reinvent the teaching and learning process in Malaysia. Schools no longer existed merely for the purposes of traditional teaching and learning but were needed to enhance their knowledge activities so as to be able to cope with the rapid changes that were taking place. The objectives of this study are to determine the contribution of knowledge contextual factors to the knowledge activities, with particular reference to the emergence of information technologies in schools, and to evaluate progress with respect to knowledge activities in school education. The research is designed around questionnaires based on a knowledge-management conceptual framework administered to random samples of teachers in information technologyfacilitated schools and regular schools so as to be able to make comparisons. Interestingly the fi ndings show that the information technology under the “ICT Facilitated school” is not a key factor contributing to knowledge sharing among the teachers. The fi ndings also provide evidence that culture is the most important factor relating to a knowledge activity. Knowledge friendly, motivating staff , committ ed leadership, openness and mutual trust are some examples of positive school culture, whereas management factor remains crucial in facilitating learning and sharing among teachers. Keywords: Knowledge management, school, culture, management, technology.

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PROBLEMS OF INFORMATION TECHNOLOGY IN SCHOOLS PRISON SYSTEM

Innovative technologies in science and education ◽

10.18101/978-5-9793-0803-6-250-252 ◽

2015 ◽

Author(s):

Roza N. Lavrinа ◽

Keyword(s):

Information Technology ◽

Prison System ◽

Technology In Schools

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The effect of technology on learning democracy

Journal of Information Communication and Ethics in Society ◽

10.1108/jices-11-2013-0050 ◽

2014 ◽

Vol 12 (4) ◽

pp. 323-336

Author(s):

Else Lauridsen

Keyword(s):

Information Technology ◽

School Context ◽

Interactive Whiteboards ◽

Fifth Grade ◽

Learning Theories ◽

Future Research ◽

Content Type ◽

Danish School ◽

Technology In Schools

Purpose – The purpose of this paper is to discuss how the use of information technology in schools can influence students’ democratic comprehension. Design/methodology/approach – First, two different ideas of democracy are introduced and how these ideas are linked to cognitivistic and social constructivistic learning theories, respectively, is illustrated. Next, a case study is described, where Engeström’s mediational triangle is used for analysing how the use of interactive whiteboards (IWB) influences the teaching of democracy in a fifth-grade school class. Findings – The paper lists a set of preconditions and recommendations for a use of IWB as support for students’ experience of democracy as a way of living. Research limitations/implications – As the paper focuses on research design and development of didactical designs, future research and articles can further study the effects of the didactical designs and the democratic comprehension supported hereby. The paper is set in a Danish school context. Practical implications – It is argued that the IWB can be used as support for developing the students’ democratic comprehension by focusing on and, if necessary, changing the elements of the activity system, e.g. the rules and the roles concerning the use of the IWB. Originality/value – The paper’s linkage of democratic ideas, learning theory and information technology is relevant for researchers. Teachers can use the paper, as it offers didactical principles for using information technology as support for students’ democratic comprehension.

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