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Information and Communications Technology, Knowledge and Pedagogy
2001
ECI. Ecucation, Communication & Information
Traditiona l approache s to the use of computers in education have given insufficien t attention to the impact of Information and Communications Technology (ICT) on the classroom. Any implementation of ICT in schools requires a level of change in practice. This article examines three such levels, namely where existing practice is made more efficient or effective, where it is extended in some new way, and where it is transformed. A model of pedagogy is outlined and the model is then used to
doi:10.1080/14636310120048047
fatcat:zjdy3frrx5e3rgk2ilx4ed37k4