TWG 9: Advancing models and theories of technology integration: implications for practitioners and policymakers
One of the ongoing barriers to the effective uptake and uses of IT in education has been the varied and sometimes inappropriate practices to achieve integration. Policy-makers, administrators and teachers develop new knowledge in local contexts which inform national policies for IT in education. Models that overcome the tension between adaptation and fidelity of innovation draw from the reflective practitioner approach, activity theory, and other scholarly works that emphasize the deliberative capacity of practitioners and policy makers when informed by research evidence. Such models need to accommodate the changing nature of education brought about by the interface between formal and informal learning, the changing roles of teachers and the priorities for national governments, as well as drawing on past evidence of those which have been successful in integrating technology in schools.
TWG 9 co-leaders: Jo Tondeur (Vrije Universiteit Brussel), Dominik Petko (Pädagogische Hochschule Schwyz)
Link to TWG 9's Working document