The effects of technology-enriched school intervention: a multiple case study analysis

Betty Collis, G.J. Carleer

    Research output: Contribution to journalArticleAcademicpeer-review

    1 Citation (Scopus)
    71 Downloads (Pure)

    Abstract

    Technology-enriched school projects are initiatives in real school settings that infuse extra computer-related resources and teacher support and training into a school and then, over a period of years, stimulate and study the school's response to the technology. Such projects have occurred in many countries. Typically the projects include a research component, but synthesizing the effects of such long-term interventions in an institution is challenging. In this study, a multiple case-study approach was used to analyse experiences from nine such technology-enriched school projects, involving six countries, 19 schools, and more than 15,000 students, to extract the dominant outcomes of such long-term interventions. In this article, a summary of the main outcomes and experiences extracted from the analysis is given. A parallel focus of the analysis is the question of methodology for research in such environments. How can the effects of technology-enriched school interventions be measured and synthesized? What aspects of the experiences can be generalized to other technology-using schools? The study addresses these issues through the framework of seven research questions relating to technology-enriched schools and responds to the questions based on the nine case studies.
    Original languageUndefined
    Pages (from-to)151-162
    Number of pages12
    JournalComputers & education
    Volume21
    Issue number1/2
    DOIs
    Publication statusPublished - 1993

    Keywords

    • METIS-135217
    • IR-26566

    Cite this

    Collis, Betty ; Carleer, G.J. / The effects of technology-enriched school intervention: a multiple case study analysis. In: Computers & education. 1993 ; Vol. 21, No. 1/2. pp. 151-162.
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    The effects of technology-enriched school intervention: a multiple case study analysis. / Collis, Betty; Carleer, G.J.

    In: Computers & education, Vol. 21, No. 1/2, 1993, p. 151-162.

    Research output: Contribution to journalArticleAcademicpeer-review

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    T1 - The effects of technology-enriched school intervention: a multiple case study analysis

    AU - Collis, Betty

    AU - Carleer, G.J.

    PY - 1993

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    N2 - Technology-enriched school projects are initiatives in real school settings that infuse extra computer-related resources and teacher support and training into a school and then, over a period of years, stimulate and study the school's response to the technology. Such projects have occurred in many countries. Typically the projects include a research component, but synthesizing the effects of such long-term interventions in an institution is challenging. In this study, a multiple case-study approach was used to analyse experiences from nine such technology-enriched school projects, involving six countries, 19 schools, and more than 15,000 students, to extract the dominant outcomes of such long-term interventions. In this article, a summary of the main outcomes and experiences extracted from the analysis is given. A parallel focus of the analysis is the question of methodology for research in such environments. How can the effects of technology-enriched school interventions be measured and synthesized? What aspects of the experiences can be generalized to other technology-using schools? The study addresses these issues through the framework of seven research questions relating to technology-enriched schools and responds to the questions based on the nine case studies.

    AB - Technology-enriched school projects are initiatives in real school settings that infuse extra computer-related resources and teacher support and training into a school and then, over a period of years, stimulate and study the school's response to the technology. Such projects have occurred in many countries. Typically the projects include a research component, but synthesizing the effects of such long-term interventions in an institution is challenging. In this study, a multiple case-study approach was used to analyse experiences from nine such technology-enriched school projects, involving six countries, 19 schools, and more than 15,000 students, to extract the dominant outcomes of such long-term interventions. In this article, a summary of the main outcomes and experiences extracted from the analysis is given. A parallel focus of the analysis is the question of methodology for research in such environments. How can the effects of technology-enriched school interventions be measured and synthesized? What aspects of the experiences can be generalized to other technology-using schools? The study addresses these issues through the framework of seven research questions relating to technology-enriched schools and responds to the questions based on the nine case studies.

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