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What is ICT Integration

Chapter 43
Encyclopedia of Information Communication Technology
The integration of ICT in the school practice has not to do with simple improvements of the traditional instruction but to a radically new pedagogy; shift from the traditional instruction model of knowledge transmitting towards autonomous, active, and collaborative learning through students’ engagement in ICT-based learning environments and shared learning resources.
Published in Chapter:
Factors Determining Teachers' Beliefs and Perceptions of ICT in Education
Athanassios Jimoyiannis (University of Peloponnese, Greece)
Copyright: © 2009 |Pages: 14
DOI: 10.4018/978-1-59904-845-1.ch043
Abstract
In this article the factors involved in the uptake of ICT by the teachers and the schools are examined. The focus of our argumentation is that teachers constitute a critical factor in the attempt to integrate technology in the classroom but they are not appropriately prepared for that undertaking. An extensive review of the literature associated with teachers’ views and perceptions of ICT in education is presented. Finally, we conclude debating on the demand of a new curriculum and a new pedagogical framework, both based on and enhanced by the new environments and tolls ICT offer in education.
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Chapter 4
Physical Sciences Teachers Integrating Information and Communication Technologies in Education 4.0: Exploring Enablers and Constraints
In the context of this study, ICT integration refers to the extent to which information and communication technologies have been adopted into the school environment and the degree of impact on the classroom pedagogies.
Published in Chapter: Physical Sciences Teachers Integrating Information and Communication Technologies in Education 4.0: Exploring Enablers and Constraints; From: Exploring Intersectionality and Women in STEM
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Chapter 1
Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning
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Chapter 37
Emerging E-Pedagogy in Australian Primary Schools
This refers to the extent to which information and communication technologies have been adopted into the school environment and the degree of impact on the school’s organisation and pedagogies. The level of integration is determined by the interplay between infrastructure, teacher motivations, innovations and development of e-pedagogies.
Published in Chapter: Emerging E-Pedagogy in Australian Primary Schools; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 25
Using Online Tools to Support Technology Integration in Education
In the context of this chapter, “ICT integration” and “adoption of computer use” in education will be used as interchangeable concepts.
Published in Chapter: Using Online Tools to Support Technology Integration in Education; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 2
Quality Preparation of Mathematics and Science Teachers to Integrate ICT: Lessons from Learner-Centered Teacher Professional Development Approach
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Chapter 5
The Perspectives of Iranian EFL Teachers on the Integration of ICT into their Teaching Practices
The embedding of ICT into teaching and learning environments as a set of tools to create more effective teaching and learning.
Published in Chapter: The Perspectives of Iranian EFL Teachers on the Integration of ICT into their Teaching Practices; From: Handbook of Research on Individual Differences in Computer-Assisted Language Learning
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Chapter 2
Botswana ICT Policy and Curriculum Concerns: Does School Connectivity Guarantee Technology Integration into Mathematics Classrooms?
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