Advertisement

A comprehensive synthesis of research

Information and Communication Technology in education
  • Niki Davis
  • Roger Carlsen
Part of the IFIP International Federation for Information Processing book series (IFIPAICT, volume 161)

Abstract

The World Summit on the Information Society (WSIS) is working to connect educational and community institutions to those with low resources, who are suffering challenges that can be hard for others to grasp. The aim is to build capacity using Information and Communication Technology (ICT). In this paper a comprehensive synthesis of research into ICT in education is given with the aim to inform the WSIS planning and action by drawing together reviews of policy and research, with an emphasis on formal education in schools and universities. The synthesis provides a picture of a complex situation by considering four reasons to invest in ICT in education: economic competitiveness, ICT to increase educational attainment, ICT to increase access to education, and ICT as a catalyst for educational renewal. It clarifies the complex challenges for such reengineering, which will require sustained interdisciplinary and intercultural collaboration to support the diversity of our emerging knowledge societies. This synthesis is a work in progress. The authors invite feedback and additional references to reviews of research, especially to research findings for the many underrepresented populations of the world.

Key words

access curriculum economic competitiveness educational attainment educational renewal ICT primary research synthesis secondary university 

References

  1. Anderson, J. & T. J. van Weert (eds.) (2002) Information and Communication Technology in education, a curriculum for schools and programme for teacher development. UNESCO, Division of Higher Education, Paris.Google Scholar
  2. Belisle, C, A. Rawlings & C. van Seventer (2001) The Educational Multimedia Task Force 1995–2001. Integrated research effort on multimedia in education and training. European Commission, Luxembourg.Google Scholar
  3. BECTa (2003a) ImpaCT2 Learning at home and school: Case studies. ICT in schools research and evaluation series, No. 8. British Educational Communications and Technology Agency: Coventry, United Kingdom. [http://www.becta.org/research/impact2]Google Scholar
  4. BECTa (2003b) What the research says about ICT supporting special educational needs (SEN) and inclusion. ICT in schools research and evaluation series, No. 12. British Educational Communications and Technology Agency: Coventry, United Kingdom. [http://www.becta.org/research/]Google Scholar
  5. Boucher, A., N. E. Davis, P. Dillon, P. Hobbs & P. Tearle (1997) Information Technology Assisted Teaching and Learning in Higher Education. HEFCE Research Series. Higher Education Funding Council for England, Bristol.Google Scholar
  6. Brown, A. & N. E. Davis (eds.) (2004) Digital technology, communities and education. World Yearbook in Education 2004. Routledge, London.Google Scholar
  7. Collis, B. & M. van Wende (eds.) (2002) Models of technology and change in higher education. An international comparative survey on the current and future use of ICT in higher education. EDEN [http://www.eden.bme.hu/contents/dissemination/bulletin.html]Google Scholar
  8. Ellsworth, J. (2000) Surviving change: A survey of educational change models. ERIC: Syracuse, NY.Google Scholar
  9. EPPI (2003) A systematic review of the impact on students and teachers of the use of ICT for assessment of creative and critical thinking skills. Evidence for Policy and Practice Information and Coordination Centre, Institute of Education, University of London, United Kingdom. [http://eppi.ioe.ac.uk/]Google Scholar
  10. IITE (2000) Analytical survey of distance education for the Information Society: policies, pedagogy and professional development. UNESCO Institute for Information Technologies in Education, Moscow. [http://www.iite.ru]Google Scholar
  11. Johnson, D.L. & C. D. Maddux (eds.) (2003) Technology in education. A twenty year retrospective. The Hayworth Press, Binghampton, NY.Google Scholar
  12. Kirkpatrick H. & L. Cuban (1998) Computers make kids smarter, right? Technos Quarterly, 7, 2. [http://www.technos.net/tq_07/2cuban.htm]Google Scholar
  13. McMillan Culp, K., M. Honey & E. Mandinach (2003) A retrospective on twenty years of education policy. US Department of Education, Washington DC, USA. [http://www.nationaledtechplan.org/participate/20vears.pdf]Google Scholar
  14. Mulder, F. & T. van Weert (eds.) (1998) Informatics in Higher Education. Chapman & Hall, London.Google Scholar
  15. Partnership for 21st Century Skills (2003) Learning for the 21st century. Author, Washington DC. [http://www.21stcenturyskills.org]Google Scholar
  16. Pelgrum, W.J. & R. E. Anderson (2001) ICT and the emerging paradigm for lifelong learning. An IEA educational assessment of infrastructure, goals, and practices in twenty-six countries. Second edition. IEA, Amsterdam. [http://www.iea.nl/Home/IEA/Publicaions/SITES_book.pdf]Google Scholar
  17. Pew (2003) Pew Internet and American life. The Pew Research Center. [http://www.pewinternet.org/reports/]Google Scholar
  18. Rajani N., J. Rekola & T. Mielonen (2003) Free as in Education. Significance of the free/libre and open source software for developing countries. Ministry of Foreign Affairs of Finland Department of Public Policy, Helsinki, Finland.Google Scholar
  19. Schachter J. (1999) Does technology improve students’ learning and achievement? How, when, and under what conditions? Journal of Educational Computing Research, 20. Milken Exchange on Educational Technology. [http://www.mff.org]Google Scholar
  20. Ulicsak M. & M. Owen (2003) I-Curriculum. Personal communication.Google Scholar
  21. Underwood, J. & J. Brown (1997) Integrated Learning Systems: Potential into Practice. Heinemann, London.Google Scholar
  22. UNESCO (2002) ICT in teacher education. A planning guide. UNESCO: Paris, France. [http://unesdoc.unesco.org/images/0012/001295129533e.pdf]Google Scholar
  23. Valdez G., M. McNabb, M. Foertsch, M. Anderson, M. Hawkes. & L. Raack (2000) Computer-based technology and learning: Evolving uses and expectations. North Central Regional Educational Laboratory, Illinois. [http://www.ncrel.org/tplan/cbtl/toc.htm]Google Scholar
  24. Wood, D. (2003) Think again: Insight, insight and foresight on ICT in schools. Draft report for EUN’s ERNIST project. November 2003, personal communication.Google Scholar

Copyright information

© International Federation for Information Processing 2005

Authors and Affiliations

  • Niki Davis
    • 1
    • 2
  • Roger Carlsen
    • 3
  1. 1.Iowa State University Center of Technology in Learning and TeachingIowa State UniversityAmesUSA
  2. 2.Institute of EducationUniversity of LondonUK
  3. 3.Department of Educational Leadership, Graduate Educational Technology, School of Education and Human ServicesWright State UniversityDaytonUSA

Personalised recommendations