Study design and methodology

N. Law, C. Monseur, F. Brese, R. Carstens, Joke Voogt, R.E. Anderson

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

3 Citations (Scopus)

Abstract

A considerable body of recent literature describes the profound changes occurring as societies move from agricultural and industrial economies to a highly interconnected global knowledge economy (see, for example, Dertouzos, 1997; Tapscott & Williams, 2006). In the industrial age, the pace at which new knowledge evolved was relatively slow and a major role of schooling was to ensure that students mastered a well-defined set of knowledge and skills. However, with the advent of the 21st century, people are finding such abilities no longer sufficient when facing the everyday realities of the workplace. These realities demand making rapid decisions based on incomplete information when tackling novel situations, an aptitude for working through a plethora of information of varying levels of accuracy when tackling ill-defined problems, and the capacity to collaborate with a diverse team that may be distributed globally when endeavoring to accomplish personal and organizational goals (Peters, 1997). A strong theme running through these projects is that curricular and pedagogical changes need to take place if schools are to successfully help students develop these learning outcomes. The role of ICT is envisaged not simply as a technical skill or as a means of improving learning effectiveness but also as a way of transforming the goals and processes of education. In fact, there is increasing evidence that young people who have always been surrounded by and interacted continuously with ICT develop a different approach to learning and knowledge management from students who have not had this opportunity (Pedró, 2006). The OECD is conducting a study on these “new millennium learners” to examine the challenges they pose and the extent to which their emergence will contest prevailing views of interpersonal communications, knowledge management, and learning within schools.
Original languageUndefined
Title of host publicationPedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study
EditorsN. Law, W.J. Pelgrum, T. Plomp
Place of PublicationDordrecht & Hong Kong
PublisherSpringer
Pages13-36
Number of pages296
ISBN (Print)9789628093656
DOIs
Publication statusPublished - 2008

Publication series

NameCERC Studies in Comparative Education
PublisherSpringer
Volume23

Keywords

  • IR-83309
  • METIS-247249

Cite this

Law, N., Monseur, C., Brese, F., Carstens, R., Voogt, J., & Anderson, R. E. (2008). Study design and methodology. In N. Law, W. J. Pelgrum, & T. Plomp (Eds.), Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study (pp. 13-36). (CERC Studies in Comparative Education; Vol. 23). Dordrecht & Hong Kong: Springer. https://doi.org/10.1007/978-1-4020-8928-2_2
Law, N. ; Monseur, C. ; Brese, F. ; Carstens, R. ; Voogt, Joke ; Anderson, R.E. / Study design and methodology. Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study. editor / N. Law ; W.J. Pelgrum ; T. Plomp. Dordrecht & Hong Kong : Springer, 2008. pp. 13-36 (CERC Studies in Comparative Education).
@inbook{2d70a05188fb4bb38b365540ebaced92,
title = "Study design and methodology",
abstract = "A considerable body of recent literature describes the profound changes occurring as societies move from agricultural and industrial economies to a highly interconnected global knowledge economy (see, for example, Dertouzos, 1997; Tapscott & Williams, 2006). In the industrial age, the pace at which new knowledge evolved was relatively slow and a major role of schooling was to ensure that students mastered a well-defined set of knowledge and skills. However, with the advent of the 21st century, people are finding such abilities no longer sufficient when facing the everyday realities of the workplace. These realities demand making rapid decisions based on incomplete information when tackling novel situations, an aptitude for working through a plethora of information of varying levels of accuracy when tackling ill-defined problems, and the capacity to collaborate with a diverse team that may be distributed globally when endeavoring to accomplish personal and organizational goals (Peters, 1997). A strong theme running through these projects is that curricular and pedagogical changes need to take place if schools are to successfully help students develop these learning outcomes. The role of ICT is envisaged not simply as a technical skill or as a means of improving learning effectiveness but also as a way of transforming the goals and processes of education. In fact, there is increasing evidence that young people who have always been surrounded by and interacted continuously with ICT develop a different approach to learning and knowledge management from students who have not had this opportunity (Pedr{\'o}, 2006). The OECD is conducting a study on these “new millennium learners” to examine the challenges they pose and the extent to which their emergence will contest prevailing views of interpersonal communications, knowledge management, and learning within schools.",
keywords = "IR-83309, METIS-247249",
author = "N. Law and C. Monseur and F. Brese and R. Carstens and Joke Voogt and R.E. Anderson",
year = "2008",
doi = "10.1007/978-1-4020-8928-2_2",
language = "Undefined",
isbn = "9789628093656",
series = "CERC Studies in Comparative Education",
publisher = "Springer",
pages = "13--36",
editor = "N. Law and W.J. Pelgrum and T. Plomp",
booktitle = "Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study",

}

Law, N, Monseur, C, Brese, F, Carstens, R, Voogt, J & Anderson, RE 2008, Study design and methodology. in N Law, WJ Pelgrum & T Plomp (eds), Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study. CERC Studies in Comparative Education, vol. 23, Springer, Dordrecht & Hong Kong, pp. 13-36. https://doi.org/10.1007/978-1-4020-8928-2_2

Study design and methodology. / Law, N.; Monseur, C.; Brese, F.; Carstens, R.; Voogt, Joke; Anderson, R.E.

Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study. ed. / N. Law; W.J. Pelgrum; T. Plomp. Dordrecht & Hong Kong : Springer, 2008. p. 13-36 (CERC Studies in Comparative Education; Vol. 23).

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

TY - CHAP

T1 - Study design and methodology

AU - Law, N.

AU - Monseur, C.

AU - Brese, F.

AU - Carstens, R.

AU - Voogt, Joke

AU - Anderson, R.E.

PY - 2008

Y1 - 2008

N2 - A considerable body of recent literature describes the profound changes occurring as societies move from agricultural and industrial economies to a highly interconnected global knowledge economy (see, for example, Dertouzos, 1997; Tapscott & Williams, 2006). In the industrial age, the pace at which new knowledge evolved was relatively slow and a major role of schooling was to ensure that students mastered a well-defined set of knowledge and skills. However, with the advent of the 21st century, people are finding such abilities no longer sufficient when facing the everyday realities of the workplace. These realities demand making rapid decisions based on incomplete information when tackling novel situations, an aptitude for working through a plethora of information of varying levels of accuracy when tackling ill-defined problems, and the capacity to collaborate with a diverse team that may be distributed globally when endeavoring to accomplish personal and organizational goals (Peters, 1997). A strong theme running through these projects is that curricular and pedagogical changes need to take place if schools are to successfully help students develop these learning outcomes. The role of ICT is envisaged not simply as a technical skill or as a means of improving learning effectiveness but also as a way of transforming the goals and processes of education. In fact, there is increasing evidence that young people who have always been surrounded by and interacted continuously with ICT develop a different approach to learning and knowledge management from students who have not had this opportunity (Pedró, 2006). The OECD is conducting a study on these “new millennium learners” to examine the challenges they pose and the extent to which their emergence will contest prevailing views of interpersonal communications, knowledge management, and learning within schools.

AB - A considerable body of recent literature describes the profound changes occurring as societies move from agricultural and industrial economies to a highly interconnected global knowledge economy (see, for example, Dertouzos, 1997; Tapscott & Williams, 2006). In the industrial age, the pace at which new knowledge evolved was relatively slow and a major role of schooling was to ensure that students mastered a well-defined set of knowledge and skills. However, with the advent of the 21st century, people are finding such abilities no longer sufficient when facing the everyday realities of the workplace. These realities demand making rapid decisions based on incomplete information when tackling novel situations, an aptitude for working through a plethora of information of varying levels of accuracy when tackling ill-defined problems, and the capacity to collaborate with a diverse team that may be distributed globally when endeavoring to accomplish personal and organizational goals (Peters, 1997). A strong theme running through these projects is that curricular and pedagogical changes need to take place if schools are to successfully help students develop these learning outcomes. The role of ICT is envisaged not simply as a technical skill or as a means of improving learning effectiveness but also as a way of transforming the goals and processes of education. In fact, there is increasing evidence that young people who have always been surrounded by and interacted continuously with ICT develop a different approach to learning and knowledge management from students who have not had this opportunity (Pedró, 2006). The OECD is conducting a study on these “new millennium learners” to examine the challenges they pose and the extent to which their emergence will contest prevailing views of interpersonal communications, knowledge management, and learning within schools.

KW - IR-83309

KW - METIS-247249

U2 - 10.1007/978-1-4020-8928-2_2

DO - 10.1007/978-1-4020-8928-2_2

M3 - Chapter

SN - 9789628093656

T3 - CERC Studies in Comparative Education

SP - 13

EP - 36

BT - Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study

A2 - Law, N.

A2 - Pelgrum, W.J.

A2 - Plomp, T.

PB - Springer

CY - Dordrecht & Hong Kong

ER -

Law N, Monseur C, Brese F, Carstens R, Voogt J, Anderson RE. Study design and methodology. In Law N, Pelgrum WJ, Plomp T, editors, Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study. Dordrecht & Hong Kong: Springer. 2008. p. 13-36. (CERC Studies in Comparative Education). https://doi.org/10.1007/978-1-4020-8928-2_2