A Strategy for Comparing Alternative Software Development Life Cycle Models
IEEE Transactions on Software Engineering
Modelling and supporting ICT implementation in secondary schools
Computers & Education
Activity theory: A framework for design and reporting on research projects based on ICT
Education and Information Technologies
Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching
Education and Information Technologies
Analysis Schema for the Study of Domains and Levels of Pedagogical Innovation in Schools Using ICT
Education and Information Technologies
Evolving Beyond Requirements Creep: A Risk-Based Evolutionary Prototyping Model
RE '01 Proceedings of the Fifth IEEE International Symposium on Requirements Engineering
ACM SIGSOFT Software Engineering Notes
Factors Involved in the Implementation of Pedagogical Innovations Using Technology
Education and Information Technologies
ICT and learning: Lessons from Australian classrooms
Computers & Education
SITES2006—International comparative survey of pedagogical practices and ICT in education
Education and Information Technologies
Effects of ICT: Do we know what we should know?
Education and Information Technologies
Technology as small group face-to-face Collaborative Scaffolding
Computers & Education
Multiple Mice based collaborative one-to-one learning
Computers & Education
ELML '10 Proceedings of the 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning
Teacher adoption of technology
Computers in Human Behavior
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The impact of information and communication technology (ICT) in primary and secondary education is still an open question. Following review of the available literature, we classify the causes of the lack of impact on students' attainment in four dimensions: (1) the design and implementation of ICT in educational settings; (2) the evaluation of its impact; (3) the scaling up of these kinds of innovations; and (4) the cost-effectiveness of technology-enhanced learning environments. Based on this evidence, we proposed the evolutionary development model (EDM), which aims to produce a cost-effective and sustainable ICT for education (ICT4E) programme in three steps: efficacy, effectiveness, and efficiency. In each step, one component of the programme is built and validated in real educational settings. Therefore, the resultant ICT4E programme is ready to be replicated across the school system. We also show how the EDM guided the development of a programme based on mobile computer supported collaborative learning, known as Eduinnova. Finally, we discuss how EDM can serve as an analysis tool for researchers and policy makers. © 2012 Wiley Periodicals, Inc.