Issue 1/2011, 3. Volume Page 75–103
Supportive and hindering factors to a sustainable implementation of ICT in schools
Shortlink: https://www.waxmann.com/artikelART102680free download
This study utilizes a school improvement and school development perspective to identify supporting and hindering factors contributing to long-term and sustainable ICT implementation in schools and classrooms. The nature and impact of these factors are examined in six schools in Germany. These six schools were drawn from the German follow-up study (2006-2007) of the IEA Second Information Technology in Education Study, Module 2 (SITES M2, 1999-2002) funded by the German Research Foundation (DFG). This qualitative and quantitative follow-up study was conducted five years after SITES M2. An instrument to measure the sustainability of ICT implementation was developed and charted for the six schools over the 5-year period. At the same time, the supportive factors and obstacles of ICT integration were determined on the school basis to combine both the degree of success in implementing ICT sustainably and the specific factors in each school. The study concludes by outlining the most important factors on different school levels, which are necessary for long-term and sustainable ICT implementation in the sampled schools and classrooms. Above all, the success in implementing digital media sustainably appeared to be associated with the way that schools use their radius of operation on the process level, especially how principals perform as school leaders and how ICT use meets the pedagogical aims of the schools.
ICT in schools; Sustainability of innovation; School development process; Longitudinal design; Case study
Eickelmann B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for Educational Research Online (JERO), 3(1), 75-103. https://www.waxmann.com/artikelART102680