Perrotta, C (2013) Do school-level factors influence the educational benefits of digital technology? a critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44 (2). 314 - 327. ISSN 0007-1013
Abstract
The supposed benefits of teachers’ use of information and communications technology(digital technology) are well reported throughout the academic literature—most ofteninvolving issues of enhanced learning outcomes, increased pupil engagement and moreefficient management and organisation of learning. This paper uses survey data from683 teachers in 24 secondary schools across the UK to analyse the factors influencinghow these benefits are being experienced. In particular, the paper explores the complexrelationships between teachers’ perceptions of technology-related benefits and a rangeof individual, classroom, school and system-level issues. A number of mediating issuesand influences are identified and discussed throughout these analyses. In particular, it issuggested that teachers’ perceptions of the benefits of using technology are influencedmore by institutional rather than individual characteristics. A number of possiblereasons are discussed, highlighting the importance of social and cultural contexts ofdigital technology use in education.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2013, Wiley. This is the accepted version of the following article “Perrotta, C. (2013), Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions. British Journal of Educational Technology, 44: 314–327.” which has been published in final form at http://dx.doi.org/10.1111/j.1467-8535.2012.01304.x |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 08 May 2015 13:35 |
Last Modified: | 16 May 2015 09:31 |
Published Version: | http://dx.doi.org/10.1111/j.1467-8535.2012.01304.x |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/j.1467-8535.2012.01304.x |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:84260 |