68 research outputs found
Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action
Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of studentsâ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schönâs âTheory of Actionâ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schönâs theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educationsâ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schönâs theory that has been developed through two recent studies, and invites its application in future research and development
ICT in de BVE-sector. ICT-onderwijsmonitor studiejaar 2003/2004.
Contains fulltext :
rapport-r1489.pdf (Publisher's version ) (Open Access)
Contains fulltext :
211635-samenvatting.pdf (publisher's version ) (Open Access
Voor- en vroegschoolse programma's en onderwijsprestaties in Tilburg.
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ICT in cijfers. ICT-onderwijsmonitor studiejaar 2003/2004.
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