Factors affecting the ICT integration and implementation of one-to-one computing learning environment in a primary school: A sociocultural perspective

Lee Yong TAY, Siew Khiaw LIM, Cher Ping LIM

Research output: Chapter in Book/Report/Conference proceedingChapters

11 Citations (Scopus)

Abstract

This ethnographic case study describes and analyses the conditions that support the seamless integration of information communication technology (ICT) into the classroom with school initiated student one-to-one computer ownership program in a primary school from a sociocultural perspective – activity theory. The findings suggest the importance of two factors: technological infrastructures and teachers’ beliefs and practices. In addition, curriculum, school leadership and professional development also play less visible but supporting functions in the process of integrating ICT into the teaching and learning process. Copyright © 2013 SensePublishers.
Original languageEnglish
Title of host publicationCreating holistic technology-enhanced learning experiences: Tales from a future school in Singapore
EditorsLee Yong TAY, Cher Ping LIM
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Pages19-37
ISBN (Electronic)9789462090866
ISBN (Print)9789462090842
DOIs
Publication statusPublished - 2013

Citation

Tay, L. Y., Lim, S. K., & Lim, C. P. (2013). Factors affecting the ICT integration and implementation of one-to-one computing learning environment in a primary school: A sociocultural perspective. In L. Y. Tay, & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore (pp. 19-37). Rotterdam, The Netherlands: Sense Publishers.

Keywords

  • Professional development
  • Activity theory
  • Technological infrastructure
  • Neighbouring activity
  • Sociocultural perspectives

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