File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1111/jcal.12407
- Scopus: eid_2-s2.0-85077886337
- WOS: WOS:000505755800001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Information and communication techology coordinators: Their intended roles and architectures for learning
Title | Information and communication techology coordinators: Their intended roles and architectures for learning |
---|---|
Authors | |
Keywords | architectures for learning ICT coordinators instructional reform instructional support roles organizational design |
Issue Date | 2020 |
Publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2729 |
Citation | Journal of Computer Assisted Learning, 2020, v. 36 n. 4, p. 423-438 How to Cite? |
Abstract | This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, instructional reform. Data on ICT coordinator roles were collected from semi‐structured interviews with ICT coordinators and colleagues, and from school documents. The data were analysed and coded according to the elements of architectures for learning and shown to influence instructional reform. The paper presents four cases of ICT coordinators with roles intended to provide instructional support, technical support, both instructional and technical support, and neither instructional nor technical support. By comparing architectures for learning associated with different intended roles, we find that different conceptualizations of the ICT coordinator are connected to particular decision‐making mechanisms and organizational units found in a school. We also uncover differences in architectures for learning organized for ICT coordinators that are intended to provide instructional support compared with those intended to provide technical support. Using an architectures for learning framework in the design of an ICT coordinator role can be foundational to the successful participation of the role in the instructional reform. |
Persistent Identifier | http://hdl.handle.net/10722/287763 |
ISSN | 2023 Impact Factor: 5.1 2023 SCImago Journal Rankings: 1.842 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Woo, DJ | - |
dc.contributor.author | Law, NWY | - |
dc.date.accessioned | 2020-10-05T12:02:55Z | - |
dc.date.available | 2020-10-05T12:02:55Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Journal of Computer Assisted Learning, 2020, v. 36 n. 4, p. 423-438 | - |
dc.identifier.issn | 0266-4909 | - |
dc.identifier.uri | http://hdl.handle.net/10722/287763 | - |
dc.description.abstract | This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, instructional reform. Data on ICT coordinator roles were collected from semi‐structured interviews with ICT coordinators and colleagues, and from school documents. The data were analysed and coded according to the elements of architectures for learning and shown to influence instructional reform. The paper presents four cases of ICT coordinators with roles intended to provide instructional support, technical support, both instructional and technical support, and neither instructional nor technical support. By comparing architectures for learning associated with different intended roles, we find that different conceptualizations of the ICT coordinator are connected to particular decision‐making mechanisms and organizational units found in a school. We also uncover differences in architectures for learning organized for ICT coordinators that are intended to provide instructional support compared with those intended to provide technical support. Using an architectures for learning framework in the design of an ICT coordinator role can be foundational to the successful participation of the role in the instructional reform. | - |
dc.language | eng | - |
dc.publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2729 | - |
dc.relation.ispartof | Journal of Computer Assisted Learning | - |
dc.rights | This is the peer reviewed version of the following article: Journal of Computer Assisted Learning, 2020, v. 36 n. 4, p. 423-438, which has been published in final form at https://doi.org/10.1111/jcal.12407. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | architectures for learning | - |
dc.subject | ICT coordinators | - |
dc.subject | instructional reform | - |
dc.subject | instructional support roles | - |
dc.subject | organizational design | - |
dc.title | Information and communication techology coordinators: Their intended roles and architectures for learning | - |
dc.type | Article | - |
dc.identifier.email | Woo, DJ: dwoo@HKUCC-COM.hku.hk | - |
dc.identifier.email | Law, NWY: nlaw@hku.hk | - |
dc.identifier.authority | Law, NWY=rp00919 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1111/jcal.12407 | - |
dc.identifier.scopus | eid_2-s2.0-85077886337 | - |
dc.identifier.hkuros | 315393 | - |
dc.identifier.volume | 36 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 423 | - |
dc.identifier.epage | 438 | - |
dc.identifier.eissn | 1365-2729 | - |
dc.identifier.isi | WOS:000505755800001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0266-4909 | - |