Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Emily M.L. Wong, Sandy S C LI*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

Abstract

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.

Original languageEnglish
Pages (from-to)361-379
Number of pages19
JournalAustralasian Journal of Educational Technology
Volume27
Issue number2
DOIs
Publication statusPublished - 2011

Scopus Subject Areas

  • Education

Fingerprint

Dive into the research topics of 'Framing ICT implementation in a context of educational change: A structural equation modelling analysis'. Together they form a unique fingerprint.

Cite this