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Welcome to the dICTatEd publications page
This page is divided into four sections, the first three of which provide information about:
- publications underpinning dICTatEd
- dICTatEd publications
- other key related publications (this is NOT a complete list of related publications!)
The fourth section is a bibliography which provides the full reference for each of the items mentioned in the first three sections - arranged alphabetically by author.
Underpinning publications | dICTatEd publications | Related publications | Bibliography
Publications underpinning dICTatEd
There is lots of evidence that there has been a high level of investment in ICT in education. For example:
- Stoll (2000), which focuses on the USA.
- Cuban (2001), which covers schools and universities in the USA.
- Twining (2002a), which focuses on schools across the world, with a particular emphasis on England and the USA.
There is a good deal of evidence that ICT is not having as much impact on learning outcomes in education as either the level of investment might suggest it should or has been claimed by many advocates of ICT in education. For example:
- Cuban (2001), which covers schools and universities in the USA.
- Twining (2002b), which provides a brief synthesis of the literature on the impact of ICT in education, including a discussion of the possibility that the apparent lack of impact is due to the use of inappropriate measures of impact (see Chapter 1, pp.1-3).
There is some recent work, most notably from the British Educational Communications and Technology Agency (e.g. BECTa 2000; 2001a; 2001b; 2002), that suggests that ICT is having a positive impact on learning outcomes. However, the basis on which these conclusions are drawn is often methodologically dubious (e.g. BECTa often uses correlation data to draw conclusions about causality). Chapter 3 of Twining (2002b), and in particular pp.46 to 50, provide a brief discussion of issues that one needs to bear in mind when reading the research literature in this area.
One of the reasons for this lack of impact of investments seems to be a lack of shared understandings (visions) about why we are using ICT in education (Twining 2002b).
Underpinning publications | dICTatEd publications | Related publications | Bibliography
Forthcoming
2006
Fox and Twining (2006) A paper comparing the perspectives of different 'education professionals' on the role that ICT should play in education.
2005
Fox and Twining (2005) A presentation to the Association
for IT in Teacher Education (ITTE)
annual conference in July, which compares the perspectives of different 'education professionals' on the role that ICT should play in education.
2004
Twining (2004) A report on responses to the question 'Should ICT be an essential component
of higher education?', based on data collected in the first half of 2003.
The report looks at responses across respondent groups, country, age,
gender, main role, and specialism.
2003
Twining
(2003d) A presentation to the Association
for IT in Teacher Education (ITTE)
annual conference in July, which reports some of the data analysis of
the first 5000+ responses to the dICTatEd questionnaire across phases
(age ranges) and across key variables (eg gender, role, specialism, country).
Twining (2003c) A short paper in the newsletter of the Association for IT in Teacher Education (ITTE) that provides a brief overview of dICTatEd and discusses collaboration in the project.
Twining (2003a) A report on the preliminary analysis of the first 1000 or so responses to the dICTatEd questionnaire.
Twining (2003b) An executive summary of the report on the preliminary analysis of the first 1000 or so responses to the dICTatEd questionnaire.
Underpinning publications | dICTatEd publications | Related publications | Bibliography
Related publications (this is not a complete list)
Çavas, Kisla & Twining (2004) A paper in Turkish describing the dICTatEd research, focussing in particular on the questionnaire and how it is being used in Turkey. This was presented at the Academic informatics '04 conference in February 2004. Click here to see a photo of Bulent Çavas and Tariq Kisla at the conference.
Fox (2003) A book about leading ICT use in primary schools, which draws on some of the data from dICTatEd.
McFarlane (2004) Article in the Monitor Column of the Times Educational Supplement: Online Education which describes how Prof McFarlane used the dICTatEd questionnaire with her PGCE students to enhance their thinking about ICT use in education.
Twining (2002d) A book chapter that explores the use of the Computer Practice Framework (CPF) to enhance the use of ICT across the curriculum in all phases of education.
Twining (2002c) A journal article that introduces the Computer Practice Framework - a tool for thinking about the use of ICT in education.
Twining (2001c) A book chapter that explores the impact of ICT on an Open University undergraduate course. It identifies the potential benefits of using ICT but highlights the need to balance these against the practical constraints that students face.
Twining (2001b) A journal article that identifies that the huge investments in ICT in schools have been ineffectual and suggests that one approach to overcoming this is through ICT development plans which include explicit visions of ICT use/impact and then implementation plans that moderate those visions in the light of existing constraints. Explores vision building through three questions based on the CPF - Focus, Mode, Quantity. Suggests that interrelating your responses to these three questions can help bridge the divide between aspirations and intentions. Includes reference to significance of change that ICT involves - suggests not worth using ICT unless it involves second order change but argues that the external context is right for a significant shift of this sort to take place.
Twining (2001a) A book chapter that explores the use of ICT to enhance student learning on an OU course that was being developed. In this context we needed to have evidence that the proposed use of new technology would significantly enhance student learning and hence justify the costs of software development and integration with other course materials. Theoretical evidence was provided from a number of sources - literature on computer use and pedagogical re-engineering; theoretical analysis of the proposed course components using Laurillard's Media Mix Model and Twining's Computer Practice Framework. This evidence suggested that the proposed use of new technology would alter practice in a way that would enhance student learning (assuming a social constructivist view). Developmental testing of the course provided further evidence to support the conclusions reached in the original theoretical analysis, but also highlighted limitations with the theoretical analyses in terms of their focus. Neither framework identified all of the changes that close integration of new technologies would have on the student learning experience.
Twining (1999b) An 'opinion piece' looking at the use of ICT in science teaching in primary schools.
Twining (1999a) "This paper notes the move towards resource based and distance learning within higher education institutions and briefly describes the Open University's approach to the development of such materials. In this context the need for clear evidence of the educational effectivness of new technologies to support learning is explored. ... It also highlights ways in which changing the balance of media impacts on the underlying view of learning implicit within the course." (from the abstract)
Twining (1997) looks at issues relating to the management of change in relation to ICT use in schools and attempts to provide some guideance about how to decide whether a particular change is worth persuing or not.
Twining (1995) looks at problems with the computer innovation literature, for example relating to the lack of clarity in the use of terminology such as 'computer use'. It goes on to suggest the need for explicit models of the factors impacting on computer use in education and presents a simple example of such a model.
Underpinning publications | dICTatEd publications | Related publications | Bibliography
Bibliography (full references for all items mentioned in the previous three sections)
Cavas, Bülent; Kisla, Tarik; & Twining, Peter (2004) Egitimde Bilgi ve Iletisim Teknolojilerinin Kullanimina Yönelik Bir Arastirma: dICTatEd Yaklasimi, Academic Informatics Conference, February 2004. http://kn.open.ac.uk/public/document.cfm?documentid=4733 (visited 24.3.04)
Cuban
(2001) Oversold and Underused: Computers in the Classroom,
London:Harvard University Press. (Buy in hardback
BECTa
(2000) A preliminary report for the DfEE on the relationship
between ICT and primary school standards, Coventry: BECTa.
BECTa (2001a)
Primary schools of the future – achieving today: A report to
the DfEE by Becta, Coventry: BECTa.
BECTa (2001b) The Secondary school of the future, Coventry: BECTa.
BECTa (2002) Primary Schools - ICT and Standards: A report to the DfES on Becta's analysis of national data from OFSTED and QCA, Coventry: BECTa.
Fox
(2003) Successful ICT Leadership in Primary Schools,
Learning Matters. (Buy the paperback version
Fox & Twining (2005) dICTatED: Comparing Perspectives on the Role of ICT in Education, ITTE Conference, Dundee, July 2005.
Fox & Twining (2006) Comparing Perspectives on the Role of ICT in Education, in Crawford, C., et al. (Eds) SITE International Conference Annual 2006, Vol.2, pp.1551-1558, Charlottesville (VA): Association for the Advancement of Computing in Education. (ISBN: 1-880094-58-4) http://www.med8.info/dictated/documents/Fox%20and%20Twining%202006.pdf (viewed 23-May-06)
McFarlane (2004) Student questions over use of ICT, Times Educational Supplement: Online Education, 12th March 2004, p35. http://www.tes.co.uk/search/search_display.asp?section=Archive&sub_section=Online+Education&id=392002&Type=0 (visited 22.03.04)
Stoll
(2000) High-Tech Heretic: Reflections of a computer contrarian,
New York: Anchor Books. (Buy in paperback
Twining (1995) Making Barriers Explicit: Some problems with the computer innovation literature, in Willis, Robins & Willis (Eds), Technology and Teacher Education Annual 1995, pp.879-885, Association for the Advancement of Computing in Education.
Twining (1997) IT into Education: A change effort worth pursuing?, in Willis, Price, McNeil, Robin & Willis (Eds), Technology and Teacher Education Annual 1997 Volume 2, pp.1091-1094, Association for the Advancement of Computing in Education.
Twining (1999a) 'Learning Matters' - Adjusting the media mix for academic advantage, ALT-J, Vol 7, Issue 1, pp.4-11.
Twining (1999b) ICT: Another Misguided Initiative?, Primary Science Review, Issue 60, pp.30-32.
Twining (2001a) Pedagogic re-engineering: issues surrounding the use of new media to support a move from 'didactic' to 'constructivist' models of transaction on an Open University course, in Selinger and Wynn (Eds) Educational Technology and the impact on teaching and learning, pp.54-60, Oxford: Research Machines.
Twining (2001b) Planning to use ICT in schools?, Education 3-13, Vol 29, Issue 1, pp.9-17.
Twining
(2001c) ICT and the nature of learning: implications for the
design of a distance education course, in Paechter, Edwards, Harrison
& Twining (Eds), Learning, Space and Identify, London: Paul
Chapmen Publishing Ltd. (Buy in paperback
Twining (2002a) ICT in Schools: Estimating the level of investment, meD8 02-01, Milton Keynes: meD8. http://www.meD8.info/docs/meD8_02_01.pdf (visited 31.1.03)
Twining (2002b) Enhancing the Impact of Investments in Educational ICT, PhD Thesis, Milton Keynes: Open University. http://kn.open.ac.uk/public/document.cfm?documentid=2515 (visited 31.1.03)
Twining (2002c) Conceptualising Computer Use in Education: introducing the Computer Practice Framework (CPF), British Educational Research Journal, Vol 28, Issue 1, pp.95-110.
Twining
(2002d) The Computer Practice Framework: a tool to enhance curriculum
development relating to ICT, in Monteith (Ed), ICT for Curriculum
Enhancement, Exeter: Intellect. (Buy the ebook
Twining (2003a) dICTatEd - Discussing ICT, Aspirations & Targets for Education: Interim analysis, meD8 03-01, Milton Keynes: meD8. http://kn.open.ac.uk/public/document.cfm?documentid=2946 (visited 29.4.03)
Twining (2003b) dICTatEd - Discussing ICT, Aspirations & Targets for Education: Interim Analysis Executive Summary, meD8 03-01 Executive Summary, Milton Keynes: meD8. http://kn.open.ac.uk/public/document.cfm?documentid=2947 (visited 29.4.03)
Twining (2003c) Do you want to play? or Developing collaborative partnerships to gain international perspectives on the 'What is the bang for your buck?' debate as it relates to ICT in education, ITTE Newsletter, No.43, Spring 2003, pp.17-20, ISSN 1362 9433. http://www.itte.org.uk then select 'Newsletter' from the menu (visited 29.4.03)
Twining (2003d) Comparing perspectives on the role that ICT should play in education, ITTE Annual Conference, Leeds, July 2003. http://kn.open.ac.uk/public/document.cfm?documentid=3444 (visited 24.7.03)
Twining (2003e) Enhancing the impact of investments in ICT in education: shared visions?, British Educational Research Association, Edinburgh, September 2003.
Twining (2004) dICTatEd: Should ICT be an essential component of higher education, meD8-04-01, Milton Keynes: meD8. http://kn.open.ac.uk/public/document.cfm?docid=4862 (visited 31.3.04)
Underpinning publications | dICTatEd publications | Related publications | Bibliography
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This
page is part of the
meD8 website,
it was reviewed by Peter Twining
on 23rd May 2006.
