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dc.contributor.authorDemiraslan, Yasemin
dc.contributor.authorUsluel, Yasemin Kocak
dc.date.accessioned2019-12-17T06:25:19Z
dc.date.available2019-12-17T06:25:19Z
dc.date.issued2008
dc.identifier.issn1449-5554
dc.identifier.urihttps://doi.org/
dc.identifier.urihttp://hdl.handle.net/11655/20188
dc.description.abstractThis study used activity theory to examine complex pedagogical, social, and technological issues in ICT integration process at the classroom level. We identified and analysed the contradictions within the activity system and discussed potential effects, which Engestrom called 'expansive learning'. We conducted case studies and collected data through semi-structured interviews, video records and observations. Based on the results we concluded that, along with lack of technology and access, the organisational culture, the changing roles of teachers and students with regard to ICT, inflexible timetable curriculum, support of the school administration, the mediator role of ICT coordinator, and collaboration among the teachers were also imperatives that need to be taken into consideration in ICT integration processes.
dc.language.isoen
dc.publisherAustralasian Soc Computers Learning Tertiary Education-Ascilite
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleIct Integration Processes In Turkish Schools: Using Activity Theory To Study Issues And Contradictions
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalAustralasian Journal Of Educational Technology
dc.contributor.departmentBilgisayar ve Öğretim Teknolojileri
dc.identifier.volume24
dc.identifier.issue4
dc.identifier.startpage458
dc.identifier.endpage474
dc.description.indexWoS


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