LEADER 05226oam 2200733I 450 001 9910828340203321 005 20230302042412.0 010 $a1-135-19118-2 010 $a1-135-19119-0 010 $a1-282-50362-6 010 $a9786612503627 010 $a0-203-86327-5 024 7 $a10.4324/9780203863275 035 $a(CKB)2550000000006707 035 $a(EBL)481006 035 $a(OCoLC)574611820 035 $a(SSID)ssj0000342366 035 $a(PQKBManifestationID)12098998 035 $a(PQKBTitleCode)TC0000342366 035 $a(PQKBWorkID)10285007 035 $a(PQKB)10182251 035 $a(SSID)ssj0000441742 035 $a(PQKBManifestationID)12166159 035 $a(PQKBTitleCode)TC0000441742 035 $a(PQKBWorkID)10443756 035 $a(PQKB)22073678 035 $a(MiAaPQ)EBC481006 035 $a(Au-PeEL)EBL481006 035 $a(CaPaEBR)ebr10361684 035 $a(CaONFJC)MIL250362 035 $a(OCoLC)574611820 035 $a(OCoLC)574611820 035 $a(EXLCZ)992550000000006707 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aResearching IT in education $etheory, practice and future directions /$fedited by Anne McDougall, with John Murnane, Anthony Jones and Nick Reynolds 210 1$aLondon ;$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (231 p.) 300 $aIncludes index. 311 $a0-415-56001-2 311 $a0-415-56000-4 327 $g1.$tTheory and history, questions and methodology: Issues in research into information technology in education --$gPart 1.$tResearch directions: Reviewing the history and looking forward --$g2.$tThe changing nature of researching information technology in education /$rMargaret Cox --$g3.$tTechnology as Trojan horse: a 'generation' of information technology practice, policy and research in schools /$rVince Ham --$g4.$tViews of learning, assessment and the potential place of information technology /$rDeirdre Cook --$g5.$tSetting a new course for research on information technology in education /$rRobert K. Munro --$g6.$tWhy what works' is not enough for information technology in education research /$rGeoff Romeo and Glenn Russell --$g7.$tFrom integration to transformation /$rAndrew E. Fluck --$g8.$tResearch perspectives on information technology and the learning of mathematics /$rAnna Kristjánsdóttir --$g9.$tThe enjoyment of learning in digital environments /$rFranznica Spring-Igeler -- 327 $gPart 2.$tTheoretical underpinnings to inform research design --$g10.$tModels for exploring and characterising pedagogy with information technology /$rMary Webb --$g11.$tAnalysing the impact of information technology on activity and learning /$rSteve Kennewell --$g12.$tTransformative application of research and learning praxis in education: trends in information technology integration /$rPaul T. Nleya --$g13.$tThe practical power of theoretically informed research into innovation /$rBridget Somekh --$g14.$tGlobal interdisciplinary research into the diffusion of information technology innovations in education /$rNiki Davis -- 327 $gPart 3.$tMethodological approaches and applications --$g15.$tEducational information technology research methodology: looking back and moving forward /$rPeter Twining --$g16.$tLooking in classrooms: researching school use of information technology for teaching and learning /$rAnthony Jones --$g17.$tA cross-experiment methodology for networking research teams /$rRosa Maria Bottino and Michele Cerulli --$g18.$tMethods for investigating young children's learning and development with information technology /$rKleopatra Nikolopoulou --$g19.$tVisualisation, multimodality and learning with information technology /$rJohn Vincent, Anne Mcdougall and Herminia Azinian --$g20.$tResearch in the field of intelligent computer-aided assessment /$rChristine Bescherer, Christian Spannagel, Ulrich Kortenkamp and Wolfgang Müller --$g21.$tInformation technology learning aids for informatics /$rSigrid Schubert, Peer Stechert and Stefan Freischland --$tIndex. 330 $aSerious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci:theory history research directions methodology research topics. This book argues 606 $aEducational technology 606 $aEducation 615 0$aEducational technology. 615 0$aEducation. 676 $a371.33/4 701 $aJones$b Anthony$0676023 701 $aMcDougall$b Anne$f1945-$01667595 701 $aMurnane$b John$01667596 701 $aReynolds$b Nick$01667597 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910828340203321 996 $aResearching IT in education$94027522 997 $aUNINA