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 language | English |
|---|---|
| Title of host publication | Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore |
| Editors | Lee Yong TAY, Cher Ping LIM |
| Place of Publication | Rotterdam, The Netherlands |
| Publisher | Sense Publishers |
| Pages | 19-37 |
| ISBN (Electronic) | 9789462090866 |
| ISBN (Print) | 9789462090842 |
| DOIs | |
| Publication status | Published - 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