In the effort to examine the factors that impact the use of ICT by teachers, research has up until now neglected the acceleration of ICT developments as a factor that affects the successful integration of ICT in education. The technological acceleration in general has triggered significant changes at the social level, such as the acceleration of social change and the acceleration of the pace of life. This is why the study of the acceleration of ICT provides for a good theoretical framework to study the teachers and their interaction with ICT in a broader context, one that engages the environment in which a teacher functions as a teacher and a learner. This study explores the role of the acceleration of ICT as a factor that affects the use of ICT by teachers in Cyprus secondary schools. The Social Acceleration (SA) theory is used to interpret the whole situation. After examining how teachers perceive the ICT acceleration, how it affects them at school and personally as lifelong learners the results showed that ICT acceleration is not a significant factor in the use of ICT by teachers at schools in Cyprus but it still affects teachers indirectly as lifelong learners. I argue that the teachers have established a superficial relation to technology that has to do with a short-sighted vision of ICT integration which also the Ministry of Education shares. I propose that serious decisions should be made at a policy level in order to make a conscious adoption of technology, not necessarily running behind the accelerated ICT developments but exploiting the potential of ICT according to the needs of the educational system.

Hur kan vi utveckla informationsteknik som passar äldre? Är sådan teknikspeciell, och i så fall hur och varför? Vad innebär det att vara äldre och delta iett sådant forskningsprojekt? Och när projektet är användardrivet och deäldre betraktas som de allra viktigaste deltagarna, vad innebär egentligendet?Det här är några exempel på de frågor som har lyfts i forskningsprojektetAGNES. Boken visar dels på erfarenheter av att skapa och driva ett projektmed syfte att bedriva användardriven teknikutveckling tillsammans medseniorer och representanter från näringsliv, kommun och universitetet. Delsvisar den på de äldres perspektiv på att ha deltagit i utveckling av nyinformationsteknik. / AGNES

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students’ perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher’s philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement. / Thesis (Ph.D, Education) -- Queen's University, 2014-04-28 10:22:27.875

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Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Auteurs naam op omslag: Erik de Vries. Met lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Rugtitel: The medium matters. Met lit. opg.-Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met index, lit. opg. - Met samenvatting in het Nederlands.

Inaugurele rede Universiteit van Maastricht. / Lit. opg.: p. 39-44.