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Learning mathematics and logo
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CAL '93 Selected contributions from the 93 symposium on CAL into the mainstream
Learning with artificial worlds: computer based modelling in the curriculum
Learning with artificial worlds: computer based modelling in the curriculum
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Learning with artificial worlds
Developing software and curriculum materials: the Modus project
Learning with artificial worlds
Proceedings of the IFIP TC3 WG3.1/3.5 joint working conference on Information technology : supporting change through teacher education: supporting change through teacher education
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Journal of Educational Multimedia and Hypermedia
Cognitive Science Approaches To UnderstandingDiagrammatic Representations
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Education and Information Technologies
Education and Information Technologies
Education and Information Technologies
Curriculum Focused ICT - the Critical Resource
WCCE '01 Proceedings of the IFIP TC3 Seventh IFIP World Conference on Networking the Learner: Computers in Education
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Changing contexts: Teacher professional development and ICT pedagogy
Education and Information Technologies
Integrating ICT to higher education in China: From the perspective of Activity Theory
Education and Information Technologies
Design guidelines for Classroom Multiplayer Presential Games (CMPG)
Computers & Education
EC-TEL'11 Proceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning
Journal of Computer Assisted Learning
Developing a typology of teacher beliefs and practices concerning classroom use of ICT
Computers & Education
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Many decades after the introduction of ICT into classrooms there are still unanswered questions about the impact of technology in the long and short term on students' learning, and how it has affected simple and complex learning tasks. These are important for (a) forming government policies; (b) directing teacher education programmes: (c) advancing national curricula; (d); designing or reforming classroom implementation and (e) analysing costs and benefits. While a plethora of studies has been conducted on the effects of ICT in education, major policy and methodological problems have precluded an unambiguous answer to such questions as:--"Does the way in which ICT is implemented have a major/minor impact on students' knowledge and understanding?" and "Does the impact affect the surface or deep structure of students' thinking and acting?" To date we have had no large-scale longitudinal studies of ICT's impact in education such as we have in the form of studies of earlier major curriculum development projects. Nor have we had many comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as school-based interventions, socio-economic status and school expenditures which have been shown to have a greater impact on education compared with other previous innovations in education. Furthermore we do not know if previous research studies have used research methods that matched learning objectives to instruments/procedures. Many previous studies are vague as to the actual measures used but we can infer that standardized tests were a frequent measure. In other instances, ad hoc analyses, with criteria that may have varied from analyst to analyst and were not "blind" analyses were certainly used to measure "success." All of these limitations and uncertainties and many more point to the need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on students' learning. This paper draws on previous research evidence to identify relevant research strategies to address the gaps in our knowledge about ICT and students' learning explained above.