Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440051
Title: New technologies: new schools? : embedding ICT in primary education : exploring the implementation process in relation to the context and teachers’ work (in Cyprus)
Author: Hadjithoma, Christina.
ISNI:       0000 0001 3523 6820
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2007
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Abstract:
The thesisd escribesa detailedp icture of how ICT is embeddedin primary schoolsi n Cyprus;a small countryw ith a centralizede ducationasl ystem.A theoretical framework based on institutionalism is used to form the research questionsa nd to explain the policy implementationp rocessT. he capacityo f the system and the individuals within the system to allow or prevent implementationis revealedt hrought his thesis. Various data collection methods( survey,i nterviews,a nd observationsa) re employed to provide the empirical evidence for describing the implementation process. This study reports on the initial stages of policy implementation, focusing on the activities that take place and the role of individuals involved in these activities. This thesis argues that the incorporation of ICT in education depends not only on the implementers but also on the wider education system. As technologyc hangesra pidly, its institutionalizationi n an educationasl ystem which is hard to change becomes problematic. While technological evolution can be characterized one of the driving forces behind transforming education, by providing student-centred learning, anywhere/ any-time access to knowledge, and new teaching and learning methods, the education system appears to be bureaucratic and as such, it does not allow the potential of ICT tools to revolutionize education. It was found that during the first stages of implementation, only incremental changes were made, based on short-term goals and easily measurable objectives. Institutionalization however, requires long-term processesa nd transformationacl hanges. The study argues that system characteristics, and some features (e. g. principal's leadership style, champions' qualities) of individuals who are involved in implementation have a stronger influence than factors such as the socio-economic status of the student population, or the location of the school (urban/rural). However, the findings suggest that a combination of the above factors influences implementation process, and thus a holistic approach to exploring implementation is appropriate.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.440051  DOI: Not available
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