Relevant bibliographies by topics / Impact of ICT use in schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Impact of ICT use in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Impact of ICT use in schools"

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Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.

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Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect.
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Erkulova, Feruza, Umidjon Samandarov, and Guzalkhon Samandarova. "The use of ict in teaching English grammar in secondary schools." International Journal on Integrated Education 3, no. 1 (January 27, 2020): 129–31. http://dx.doi.org/10.31149/ijie.v3i1.297.

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Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.
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Oluoch, Dornela. "Strategies of Enhancing ICT Use in the Delivery of Management Services in Public Secondary Schools in Siaya County in Kenya." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 375. http://dx.doi.org/10.19044/esj.2016.v12n28p375.

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This study was set to determine the strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County, Kenya. Although many secondary schools introduced computers in great numbers starting early 1990s, there are limited information on their use to facilitate delivery of services in school administration and management. The extent to which ICT is being used in school management in secondary schools, the types of administrative uses of ICT by school managers and challenges affecting the integration of ICT in the management systems in secondary schools needed to be adequately addressed. This can only be achieved if there are laid down strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County. The study was guided by Social Transformation Theory in Education and Visscher (1992) conceptual model of school information system, which were used to show the relationship between variables. The research design that used was descriptive survey. Questionnaires, Interviews and document analysis were used to collect data. The study established that schools were taking several steps to help in enhancing ICT delivery such as looking for grants from the government, prioritizing purchase of ICT equipment and using parents’ involvement to buy computers. The study recommends that effort should be made by the government to post and provide teachers skilled in ICT to each school to impart ICT skills to school managers. The study concludes that more support need to be given to schools to enable them achieve their dream of fully implementing the usage of ICT in the management of school activities.
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Suparjan, Suparjan. "INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS." Ta'dib 24, no. 1 (June 28, 2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.

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Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which includes the ease of use, effectiveness and satisfaction. This study investigates how elementary school teachers view ICT as a supporting tool for classroom learning activities and the barriers faced regarding the use of the technology in teaching and learning activities. A total of 102 elementary school teachers were involved in this investigation by acting in response to a questionnaire and 13 participants were selected voluntarily to take part in in-depth interviews about their attitudes on the use of ICT as a tool for educating activities and the barriers these teachers encountered. The findings indicate that elementary school teachers had a positive attitude towards the employment of ICT for instruction along with the various barriers they faced during teaching and learning activities.
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Nasser, Ramzi, Maha Cherif, and Michael Romanowski. "Factors that impact student usage of the learning management system in Qatari schools." International Review of Research in Open and Distributed Learning 12, no. 6 (October 7, 2011): 39. http://dx.doi.org/10.19173/irrodl.v12i6.985.

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In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />
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Raman, Arumugam, and Som Bint Shariff. "RELATIONSHIP BETWEEN TECHNOLOGY LEADERSHIP, ICT FACILITY, COMPETENCY, COMMITMENTS AND TEACHERS PRACTICES ON IMPLEMENTATIONS WITH EFFECTIVE TEACHER’S MANAGEMENT TASKS IN SCHOOLS." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, no. 9 (November 29, 2017): 88. http://dx.doi.org/10.19085/journal.sijmas040901.

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<p>Information and Communication Technology (ICT) is something that is growing rapidly in a globalized era and becoming an important element in the development of an organization. Leaders play an important role in ensuring effective application of ICT in the organization, particularly in schools. Review of previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a grant impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. Respondents gave their views on aspects of technology leadership and ICT facilities available in schools. Respondents also indicated the level of competence and commitment to apply the computer in addition to giving an opinion on the effectiveness of the application of ICT in managerial duties at the school through a questionnaire validated by experts. The findings show that there is a positive relationship between technology leadership, ICT facilities, competence and commitment of teachers to use ICT and the effectiveness of management duties of teachers using ICT in school. The role of teacher practices using ICT to be used as a moderator has a positive correlation with ICT facilities. The framework established by adopting some models related to technology leadership and Unified Theory of Acceptance and Use of Technology (UTAUT) can be used as guidelines in the application of ICT in the education system to make it more effective, particularly in systems management at school.</p>
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Rabayah, Khalid Said. "INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS." Information Technologies and Learning Tools 43, no. 5 (October 24, 2014): 40–55. http://dx.doi.org/10.33407/itlt.v43i5.1124.

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The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.
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Kurniabudi, Kurniabudi. "TEACHERS ACCEPTANCE AND INTENTION TO USE ICT IN LEARNING." Jurnal Ipteks Terapan 12, no. 3 (December 31, 2018): 189. http://dx.doi.org/10.22216/jit.2018.v12i3.693.

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<em>Although ICT could bring many benefit in learning ,however implementation of ICT in the learning process is not easy. In fact, adoption of ICT in learning, is not only occurs in higher education but also in schools. The aim of This study is to identify the impact of Subjective Norm, Image and Computer Self-Efficacy against the behavior of teachers in using ICT in learning.Technology Acceptance Models (TAM) 2 used in the analysis of the behavior of the reception. Data was collected from high school teachers in the city of Jambi. Data were analyzed using SEM method with applications SmartPLS.This study reveals that the consistency of Perceived Usefulness and Perceived Ease of Use has a direct influence on Intention to Use . Subjective Norm and Image provides indirect influence on Intention to Use Computer Self - Efficacy whereas no effect on of Perceived Usefulness , Perceived Ease of Use and Intention to Use</em>
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Mahdum, Mahdum, Hadriana Hadriana, and Maria Safriyanti. "Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia." Journal of Information Technology Education: Research 18 (2019): 293–317. http://dx.doi.org/10.28945/4366.

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Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.
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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Dissertations / Theses on the topic "Impact of ICT use in schools"

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Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.

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Farmery, Ruth. "The integration and use of ICT across the secondary school." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/74065/.

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Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed two separate but connected lines of inquiry – how second-order barriers affect the integration and use of ICT and how ICT is used in practice. This includes the roles of the teacher, students and managers in terms of delivery and provision (Moyle, 2006; Eynon, 2010; Wastiau et al, 2013), with a particular focus on the implementation and use of a VLE and e-portfolios for end of Key Stage 3 assessment (Stefani et al, 2007). Following a case study methodology, the research investigated the use of technology within a large secondary school in the South West of England. Data were gathered through the use of VLE logs, questionnaires and group interviews with Year 9 students, questionnaires and interviews with staff, and document analysis of lesson planning and the e-portfolios created by these students. The data shows that, despite good technology provision and access to resources, ICT use is variable within and between departments and despite the SLT vision for student-centred use of ICT, its use is mainly teacher-led. Issues such as how differences in understanding and interpretation of policy between SLT and teaching staff affect ICT use in practice and how teachers’ beliefs affect their practice are identified. By considering the role of second-order barriers on the integration of technology, the research examines the ‘messy realities’ of technology use in education. The key findings show the importance of the SLT and how their practice is central to implementing their vision for ICT use, the importance of the ICT department in supporting development of practice across the curriculum and how teachers’ beliefs about students’ home use of ICT affects their practice.
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Alharbi, Eid. "A study on the use of ICT in teaching in secondary schools in Kuwait." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/5675.

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Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. There are wide of research exists to explore and study the use of ICT in the process of learning and teaching in secondary schools. This research examines how ICT is applied in the classroom of Kuwaiti schools from the perspective of students, teachers and decision-makers. Based on four fundamental research questions, the aim is to analyse the level and impact of ICT on teachers‟ pedagogy, the students‟ perception of ICT use in the classroom and to seek out any fundamental differences in public and private education, as well as across genders. The research adopted a mixed-methods approach to data gathering, using questionnaires and semi-structured interviews to gather data from students, teachers and policy-makers in Kuwait. The evidence was then analysed based upon the original research questions outlined. The results show a sporadic use of ICT in Kuwaiti secondary schools and suggest that when employed, evidence is mixed as to whether there is indeed a positive or negative impact from ICT use. The research does suggest there is capacity in the skills of teachers and students to employ ICT effectively, at least on a fundamental or technical level. There remains a significant gap between possessing these schools and applying them in the school setting. Alongside this, there is some support and recognition of the benefits associated with ICT use, and there are some teachers who recognise the importance of ICT in developing more constructivist methods in the classroom. The research therefore implies both a potential failure of Government and the profession itself to effectively implement ICT in the Kuwaiti classroom.
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Makoza, Frank. "The impact of ICT use on livelihoods of microenterprises : case of South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11089.

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Ngo, Fung-ping. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039870.

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Ngo, Fung-ping, and 敖鳳萍. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039870.

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Sonkwala, Mzikayise Richard. "The extent of the use of ICT in schools in the Nelson Mandela Bay area." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012284.

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It is the 21st Century and the world is a global village. The development of technology like Information and Communication Technology (ICT) has thus become the dominant means of communication. Education has not been left out of this wave of change. In many countries Information and Communication Technology (ICT) has a clear impact in the development of educational curriculum. This cannot be said about South Africa where huge disparities in terms of ICT related resources still exist. There is a range of uses of ICT in South African schools and it varies according to the economic and social conditions where that school is located. For example, the former Model C schools are well-resourced in terms of computers and access to internet whilst township schools lack these resources. In township schools very few students are exposed to computers due to the limited number of computers and lack of properly qualified educators in the field of ICT. In the Nelson Mandela Bay area township schools only offer CAT (Computer Applications Technology) as an ICT related subject whilst the former Model C schools offer CAT and IT (Information Technology).This treatise attempts to show the digital divide that still exists between a former Model C school and a township school, and the impact it has in quality of education in these schools.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.

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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools,  others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Koranteng, Kesewaa. "Access and use of information and communication technology for teaching and learning amongst schools in under resourced communities in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1353.

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Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012
Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.
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Syfers, Benjamin Jerome. "The pedagogical use of ICT in grade eight natural science classes in South African schools / Jerome Benjamin Syfers." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8301.

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Traditionally schools in the South African education system follow a paper-based approach. lCT use as teaching and leaming tool expanded in developing countries during the last decade, especially with regard to pedagogical practices in educational environments. The aim of this study was to investigate the lCT pedagogical practices of science teachers in grade 8 classes through a SD analysis se of the Second Information and Technology in Education Studies (SITES) 2006 data. South African science teachers formed the basis of the dataset for this study. Questionnaires were submitted to grade 8 science teachers of approximately 504 South African schools. During October 2006 the data was collected through a stratified and randomly selection method. In this SDA the pedagogical use of lCTs in grade 8 science education was explored by means of percentages and frequencies. Spearman's effect sizes were used to identify meaningful correlations between variables in an attempt to determine the contribution of lCT towards science education. The study found that the pedagogical uses of lCT in grade 8 natural science can contribution towards science education although the pedagogical uses of leT are way below the expected standard. Results indicate that there are strong practically significant correlations between leT skills and specific abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that narrow the achievement gap experienced in science education in South Africa. Promotion of these abilities and skills with the support of lCT skills indirectly narrow the achievement gap that may be associated poor grade 12 science learners. Finally a framework is proposed which apply lCT skills to address the abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that can narrow the achievement gap, experienced in grade 8 natural science. Although this study focused on grade 8 natural science, lCT skills can possibly be used to narrow the achievement gap for all school science curricula in South African schools.
Thesis (M.Ed. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011
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Books on the topic "Impact of ICT use in schools"

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Ofsted. ICT in schools: Impact of government initiatives : interim report April 2001. London: Office for Standards in Education, 2001.

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Thailand. Samnakngān Sathiti hǣng Chāt., ed. Measuring the impact of ICT use in business: The case of manufacturing in Thailand. New York ; Geneva: United Nations, 2008.

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(Nancy), Law N., Pelgrum Willem J. 1950-, Plomp Tj, and SpringerLink (Online service), eds. Pedagogy and ICT Use: In Schools Around the World Findings from the IEA Sites 2006 Study. Dordrecht: Comparative Education Research Centre, 2008.

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Fletcher, Soosheila. A study on the use of ICT in mathematics in primary schools in the London Borough of Richmondy. London: University of Surrey Roehampton, 2000.

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Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown. Washington, D.C: The Office, 1990.

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Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown : report to the Chairman, Committee on Government Affairs, U.S. Senate. Washington, D.C: U.S. General Accounting Office, 1990.

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A review and assessment of the use, impact, and accomplishments of federal appropriations provided to improve the education of children in the District of Columbia: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eleventh Congress, first session : special hearings, September 16, 2009, Washington, DC ; September 29, 2009, Washington, DC. Washington: U.S. G.P.O., 2010.

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United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Children Family Drugs and Alcoholism. Impact of drug education: Hearing before the Subcommittee on Children, Family, Drugs, and Alcoholism of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, second session, on examining the need for drug abuse prevention programs in public schools ... August 7, 1986. Washington: U.S. G.P.O., 1986.

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Viewing, Listening and Learning: The Use and Impact of Schools Broadcasts. National Foundation for Educational Research, 1995.

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Plomp, Tjeerd, Nancy Law, Willem Pilgrum, and Comparative Education Research Centre Staff. Pedagogy and ICT Use in Schools Around the World: Findings from the IEA Sites 2006 Study. Hong Kong University Press, 2008.

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Book chapters on the topic "Impact of ICT use in schools"

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Major, Louis, Bjoern Haßler, and Sara Hennessy. "Tablet Use in Schools: Impact, Affordances and Considerations." In Handbook on Digital Learning for K-12 Schools, 115–28. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33808-8_8.

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Lewin, Cathy, and Sarah McNicol. "The Impact and Potential of iTEC: Evidence from Large-Scale Validation in School Classrooms." In Re-engineering the Uptake of ICT in Schools, 163–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19366-3_9.

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Bottino, Rosa Maria. "ICT, National Policies, and their Impact on Schools and Teachers’ Development." In Information and Communication Technology and the Teacher of the Future, 41–47. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_4.

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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education, 139–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.
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Thapa, Dhiraj, Dai Griffiths, and Ann L. Kolodziejski. "Constraining and Enabling Factors in the Use of ICT in Rural Schools in Nepal." In Information and Communication Technologies for Development, 102–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65828-1_9.

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de Kereki, Inés Friss, José Crespo, and Javier Azpiazu. "Use of Morphisms as a Tool to Help Learning Object Oriented Concepts." In Education for the 21st Century — Impact of ICT and Digital Resources, 297–301. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-34731-8_34.

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Maldonado-Manso, Pilar, Julio Ruiz-Palmero, Melchor Gómez-García, and Roberto Soto-Varela. "Analysis of the Use of ICT in Compulsory Bilingual Secondary Education in Andalusia Public Schools. Case Study." In Advances in Intelligent Systems and Computing, 373–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01746-0_44.

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Khayyat, Nabaz T. "The Impact of ICT Investment on Energy Use: A Comparative Study Between South Korea and Japan." In Lecture Notes in Energy, 85–114. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4756-5_6.

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Ceric, Arnela, and Branka Krivokapic-Skoko. "Applying QCA and Cross-impact Analysis to the Study on ICT Adoption and Use by Croatian SMEs." In Complexity in Entrepreneurship, Innovation and Technology Research, 349–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27108-8_17.

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Conference papers on the topic "Impact of ICT use in schools"

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Carranza Alcántar, María del Rocío, Claudia Islas Torres, Juan Francisco Caldera Montes, Alma Azucena Jiménez Padilla, and Daisy Alcaraz. "THE USE OF ICT BY HIGH SCHOOL STUDENTS AND THE IMPACT ON ACADEMIC PERFORMANCE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0688.

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Alshmrany, Sami, and Brett Wilkinson. "Evaluating ICT use in Saudi Arabian secondary schools." In 2014 International Conference on Advanced ICT (ICAICTE-2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icaicte-14.2014.16.

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Goodoory, Kaviraj. "INVESTIGATING THE USE OF ICT IN MAURITIAN SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2237.

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Lang, Yongqing, Xuejing Ba, Wei Wang, and Xianfen Xie. "A Report on the Use of ICT in Schools." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223579.

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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Susetyo, Budi, and Rahmawati. "Impacts of Gender, Parents’ Educational Background, Access to ICT, Use of ICT and School Quality on Students’ Achievement." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.061.

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Shatri, Kyvete. "THE USE OF ICT IN TEACHING IN LOWER SECONDARY SCHOOLS IN KOSOVO." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.130.

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Netsianda, Absalom, and Sam Ramaila. "THE USE OF ICT IN MATHEMATICS TEACHING AND LEARNING IN SOUTH AFRICAN SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0173.

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Jervan, Gert, Margus Kruus, and Ennu Rustern. "Introduction of graduate schools in Estonia — impact to the graduate education in ICT." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610174.

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Aggarwal, Anmol, Manoj Sharma, and Nikhilesh Chhabra. "The use and impact of ICT for HEP in India." In 2013 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2013. http://dx.doi.org/10.1109/icacci.2013.6637358.

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Reports on the topic "Impact of ICT use in schools"

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Burger, Nicholas, Mary Fu, Kun Gu, Xiangping Jia, Krishna B Kumar, and Guo Mingliang. Assessing the impact of farmer field schools on fertilizer use in China. International Initiative for Impact Evaluation, March 2015. http://dx.doi.org/10.23846/ow31216.

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.004.

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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Wilbur Jane. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.012.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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