Evaluation of the Boulder Valley Internet project: a theory-based approach to evaluation design
Journal of Interactive Learning Research
Does ICT contribute to powerful learning environments in primary education?
Computers & Education
ICT sufficiency in cooperative projects via the internet
WSEAS Transactions on Computer Research
An empirical study of instructor adoption of web-based learning systems
Computers & Education
Revisiting and reframing use: Implications for the integration of ICT
Computers & Education
Journal of Computer Assisted Learning
Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude
Education and Information Technologies
Examining teachers' use of computer-based technologies: A case study
Education and Information Technologies
The role of ICT coordinator. Priority and time dedicated to professional functions
Computers & Education
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Research into Information and Communication Technologies (ICT) in schools is well into its third decade but there is still a pressing need to better understand how computer-based technologies are influencing learning opportunities, and how the local conditions of schooling impact on teachers' attempts to integrate these technologies in their classrooms. In this article, we provide some insight into these questions through our research in six diverse public schools in the state of New South Wales (NSW), Australia. We observed classrooms and conducted interviews with teachers and other key stakeholders, such as principals and technology coordinators about the integration of ICT. Our goal was to describe and examine the ways in which teachers, in a range of settings, are utilising ICT in their classroom practices to mediate student's learning experiences Our findings indicate that ICT is largely being integrated in ways that support and supplement existing classroom practices. From our observations, we believe that successful integration of ICT requires fundamental shifts in the core activities of schools. These shifts include new teaching. The cases described in this article suggest some ways in which these shifts may be initiated and sustained.