-
Author
-
Mary Webb & Margaret Cox
-
Year
-
2007
-
Publisher
-
Taylor & Francis
-
Abstract
-
This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In light of this framework, we discuss empirical evidence of the use of different types of ICT in various subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers’ pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before, incorporating knowledge of specific affordances and how these relate to subject-based teaching objectives, alongside the knowledge traditionally needed to plan for students’ learning. In addition, the research shows that teachers’ beliefs about the value of ICT for learning and the nature of successful learning environments are important factors in their pedagogical reasoning.