ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.

[1]  Rae Condie,et al.  The impact of ICT in schools - a landscape review , 2007 .

[2]  M. Cox,et al.  ICT and attainment: a review of the research literature , 2003 .

[3]  David Reynolds,et al.  ICT - the hopes and the reality , 2003, Br. J. Educ. Technol..

[4]  Ed Smeets,et al.  Modelling and supporting ICT implementation in secondary schools , 2001, Comput. Educ..

[5]  Nm Breeze,et al.  Transforming teaching and learning: embedding ICT into everyday classroom practices , 2004, J. Comput. Assist. Learn..

[6]  R. Sawyer.  The Cambridge Handbook of the Learning Sciences: Introduction , 2014 .

[7]  Nancy Law,et al.  SITES2006–International comparative survey of pedagogical practices and ICT in education , 2007, Education and Information Technologies.

[8]  Barbara Means,et al.  Evaluation of the Enhancing Education through Technology Program: Final Report. , 2009 .

[9]  Yungwei Hao,et al.  Large-Scale Studies and Quantitative Methods , 2008 .

[10]  Greville Rumble.  Analysing Costs/Benefits for Distance Education Programmes , 2001 .

[11]  William R. Penuel,et al.  Implementation and Effects Of One-to-One Computing Initiatives , 2006 .

[12]  Pierre Dillenbourg,et al.  Collaborative Learning: Cognitive and Computational Approaches , 1999 .

[13]  D. Laurillard.  Modelling benefits-oriented costs for technology enhanced learning , 2007 .

[14]  R. Earle.  The Integration of Instructional Technology into Public Education: Promises and Challenges , 2002 .

[15]  Miguel Nussbaum,et al.  Co-located Collaborative Learning Video Game with Single Display Groupware Co-located Collaborative Learning Video Game with Single Display Groupware , 2022 .

[16]  Ellen B. Mandinach,et al.  A Retrospective on Twenty Years of Education Technology Policy , 2005 .

[17]  Miguel Nussbaum,et al.  Using multiple choice questions as a pedagogic model for face‐to‐face CSCL , 2009, Comput. Appl. Eng. Educ..

[18]  Susan McKenney,et al.  Educational design research , 2014 .

[19]  Miguel Nussbaum,et al.  Methodology for evaluating a novel education technology: a case study of handheld video games in Chile , 2006, Comput. Educ..

[20]  Miguel Nussbaum,et al.  A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools , 2010, J. Educ. Technol. Soc..

[21]  Margaret J. Cox,et al.  Effects of ICT: Do we know what we should know? , 2007, Education and Information Technologies.

[22]  Deryn Watson,et al.  Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching , 2001, Education and Information Technologies.

[23]  Jee-Peng Tan,et al.  Economic Analysis of Investment Operations: Analytical Tools and Practical Applications , 2001 .

[24]  Miguel Nussbaum,et al.  Computer supported collaborative learning using wirelessly interconnected handheld computers , 2004, Comput. Educ..

[25]  Debra N. A. Hayes,et al.  ICT and learning: Lessons from Australian classrooms , 2007, Comput. Educ..

[26]  Robert E. Slavin,et al.  Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations , 2008 .

[27]  Willem J. Pelgrum,et al.  Obstacles to the integration of ICT in education: results from a worldwide educational assessment , 2001, Comput. Educ..

[28]  J. Akker.  Curriculum Perspectives: An Introduction , 2004 .

[29]  Jef Moonen,et al.  Policy from a Global Perspective , 2008 .

[30]  S. Hennessy,et al.  Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change , 2005 .

[31]  Larry Cuban.  Teachers and machines : the classroom use of technology since 1920 , 1986 .

[32]  Margaret Cox,et al.  RESEARCH METHODS: THEIR DESIGN, APPLICABILITY AND RELIABILITY , 2008 .

[33]  Robert Picciotto,et al.  Evaluation and Poverty Reduction : Proceedings from a World Bank Conference , 2000 .

[34]  Colin Baskin,et al.  ICT integration in schools: Where are we now and what comes next? , 2006 .

[35]  Penni Tearle,et al.  A theoretical and instrumental framework for implementing change in ICT in education , 2004 .

[36]  Colin Kirkman.  A model for the effective management of information and communications technology development in schools derived from six contrasting case studies , 2000 .

[37]  Guillermo Sunkel,et al.  Las tecnologías de la información y la comunicación (TIC) en educación en América Latina: una exploración de indicadores , 2006 .

[38]  Heather Kanuka,et al.  Technology, e-Learning and Distance Education (2nd edition) , 2006 .

[39]  M. Warschauer,et al.  Technology and Equity in Schooling: Deconstructing the Digital Divide , 2004 .

[40]  Wilmad Kuiper,et al.  Curriculum landscapes and trends , 2003 .

[41]  Miguel Nussbaum,et al.  An experimental study of the inclusion of technology in higher education , 2009, Comput. Appl. Eng. Educ..

[42]  Rafi Nachmias,et al.  Domains and Levels of Pedagogical Innovation in Schools Using ICT: Ten Innovative Schools in Israel , 2003, Education and Information Technologies.

[43]  Pierre Dillenbourg,et al.  Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. , 1999 .

[44]  Thomas C. Reeves,et al.  Evaluation of the Design and Development of IT Tools in Education , 2008 .

[45]  Rachel Pilkington,et al.  Measuring the Impact of Information Technology on Students’ Learning , 2008 .

[46]  R. Kozma.  Technology and Classroom Practices , 2003 .

[47]  A. McFarlane.  Perspectives on the relationships between ICT and assessment , 2001, J. Comput. Assist. Learn..

[48]  Margaret D. Roblyer,et al.  Educational Technology Research That Makes a Difference: Series Introduction , 2005 .

[49]  Thomas A. Callister,et al.  The Computer as Doorstop: Technology as Disempowerment , 1992 .

[50]  Miguel Nussbaum,et al.  Technology as small group face-to-face Collaborative Scaffolding , 2009, Comput. Educ..

[51]  Cher Ping Lim.  A theoretical framework for the study of ICT in schools: a proposal , 2002, Br. J. Educ. Technol..

[52]  Leigh L. Linden,et al.  Colombia - The use and misuse of computers in education : evidence from a randomized controlled trial of a language arts program , 2013 .

[53]  Venessa Keesler,et al.  Scaling-Up Exemplary Interventions , 2006 .

[54]  Rafi Nachmias,et al.  Factors Involved in the Implementation of Pedagogical Innovations Using Technology , 2004, Education and Information Technologies.

[55]  P. Dillenbourg.  Integrating technologies into educational ecosystems , 2008 .

[56]  Rafi Nachmias,et al.  Analysis Schema for the Study of Domains and Levels of Pedagogical Innovation in Schools Using ICT , 2003, Education and Information Technologies.

[57]  Johan van Braak,et al.  A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics , 2008, J. Comput. Assist. Learn..

[58]  Rosemary Luckin,et al.  The learner centric ecology of resources: A framework for using technology to scaffold learning , 2008, Comput. Educ..

[59]  Susan McKenney,et al.  Educational design research: the value of variety , 2006 .

[60]  Greetje van der Werf,et al.  Economic Viewpoints in Educational Effectiveness: Cost-effectiveness Analysis of an Educational Improvement Project , 2000 .

[61]  David Charles Steinberg.  The Business Model of e-Learning in UK Higher Education , 2004 .

[62]  John Robertson,et al.  The ambiguous embrace: twenty years of IT (ICT) in UK primary schools , 2002, Br. J. Educ. Technol..

[63]  Sandy Shrum,et al.  CMMI for Services: Guidelines for Superior Service , 2009 .

[64]  Johan van Braak,et al.  Curricula and the use of ICT in education: Two worlds apart? , 2007, Br. J. Educ. Technol..

[65]  William R. Penuel,et al.  Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort , 2007 .

[66]  Jonathan Miller,et al.  Monitoring and Evaluation of ICT in Education Projects A Handbook for Developing Countries , 2005 .

[67]  Anne McDougall,et al.  Researching IT in education , 2013 .

[68]  Robert A. Reiser.  A history of instructional design and technology: Part II: A history of instructional design , 2001 .

[69]  J. Voogt,et al.  International handbook of information technology in primary and secondary education , 2008 .

[70]  M. Hammond,et al.  'Fitting it in': A study exploring ICT use in a UK primary school , 2007 .

[71]  Hilary Perraton,et al.  Teacher Education Guidelines: Using Open and Distance Learning. Technology, Curriculum, Cost, Evaluation. , 2002 .

[72]  Miguel Nussbaum,et al.  A constructivist mobile learning environment supported by a wireless handheld network , 2004, J. Comput. Assist. Learn..

[73]  Camila Cortez,et al.  Teachers' support with ad-hoc collaborative networks , 2005, J. Comput. Assist. Learn..

[74]  Chris L. S. Coryn,et al.  Evaluation Theory, Models, and Applications , 2007 .

[75]  Roberto Agodini,et al.  The Effectiveness of Educational Technology: Issues and Recommendations for the National Study. , 2003 .

[76]  Michael Trucano,et al.  Knowledge Maps: ICTs in Education , 2005 .

[77]  Kwok-Wing Lai,et al.  ICT Supporting the Learning Process: The Premise, Reality, and Promise , 2008 .

[78]  Charles L. Glenn,et al.  The ambiguous embrace , 2000 .

[79]  Miguel Nussbaum,et al.  Evolutionary development: a model for the design, implementation, and evaluation of ICT for education programmes , 2012, J. Comput. Assist. Learn..

[80]  Katerine Bielaczyc,et al.  Designing Social Infrastructure: Critical Issues in Creating Learning Environments With Technology , 2006 .

[81]  Miguel Nussbaum,et al.  Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning , 2010 .

[82]  Kathryn Moyle.  Total Cost of Ownership and Total Value of Ownership , 2008 .

[83]  A W Tony Bates,et al.  Technology, e-learning, and distance education , 1995 .

[84]  Robert C. Snider,et al.  The Machine in the Classroom , 1992 .

[85]  Mary Simpson,et al.  Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study , 2003, Br. J. Educ. Technol..

[86]  R. Kozma.  Learning with Media , 1991 .

[87]  Penni Tearle,et al.  ICT implementation: what makes the difference? , 2003, Br. J. Educ. Technol..

[88]  Chris Dede,et al.  The Cambridge Handbook of the Learning Sciences: Scaling Up , 2005 .

[89]  Cher Ping Lim,et al.  An activity theory approach to research of ICT integration in Singapore schools , 2003, Comput. Educ..

[90]  C. Coburn,et al.  Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change , 2003 .

[91]  Chris Cloke,et al.  Why use information and communications technology? Some theoretical and practical issues , 2001 .

[92]  Douglas N. Harris,et al.  Toward Policy-Relevant Benchmarks for Interpreting Effect Sizes: Combining Effects With Costs , 2009 .