1517-creating-holistic-technology-enhanced-learning-experiences

ONE-TO-ONE COMPUTING
leadership would have its influence on curriculum focus and professional
development needs. In turn, the technological infrastructure, curriculum, and
professsional development have their influences on the teachers’ beliefs and
practices.
From the above discussion, it is clear that the social mediators (i.e., the rules,
community and division of labour) mediated the object of each and every of the
five activity systems and in turn affected the central activity of ICT integration into
the classroom. This in-depth analysis of the various activity systems illuminated
less visible but very important factors (i.e., the curriculum, school leadership and
professional development). The main object of integration of ICT into the
classrooms is mediated by the above mentioned factors, although they are not
explicitly visible. Metaphorically speaking, these factors were like a web on the
wind – highly structured but difficult to detect unless one looks carefully (Nardi &
Engeström, 1999). This discussion suggests that studies on the use of technology
should not only focus on the main activity itself; the context is equally, if not more
important. Research studies that look at the relationships between teachers,
students, and tools are just focusing at the tip of the iceberg.
CONCLUSION
This ethnographic case study, from an activity theoretical perspective, once again
highlighted the importance of taking a holistic approach towards the integration of
ICT into the classrooms and curriculum (Lim, 2007). Although the questionnaire
survey and informal interviews with the teachers involved in the one-to-one
initiative seem to suggest that the technological infrastructures and teacher beliefs
and practices are the most critical factors, the other factors (i.e., curriculum, leader-
ship and professional development) may be less visible to the teachers but they
play important and supporting roles in this endeavour, shown in Figure 7 which
illustrates the path analysis and relationships among the various factors mentioned.
Even with an elaborate technological infrastructure, teaching and learning
would not be possible without committed and skilful teachers who are on the
ground implementing the day-to-day lessons in their respective classrooms. In
addition, directions for the school leadership and channelling of the necessary
resources are all critical factors to be considered. A good curriculum plan also
provides the necessary structure and procedure on how to integrate ICT in a more
seamless and pervasive manner.
REFERENCES
Bebell, D., & O’Dwyer, L. M. (2010). Educational outcomes and research from 1:1 computing settings.
Journal of Technology, Learning, and Assessment, 9(1).
Benes, P., Mudrak, D., Prochazka, J., Rambousek, V., & Stipek, J. (2008). Research of ICT education in
the Czech Republic. Problems of Education in the 21st Century, 5, 24-34.
Bouterse, B., Corn, J. O., & Halstead, E. O. (2009). Choosing the perfect tools for one-to-one. Learning
& Leading with Technology, 37(1), 14-17.
Chere-Masopha, J. C., & Bennett, S. (2007). Using teacher professional identity to understand
classroom ICT practices. The International Journal of Learning, 14(7), 75-82.
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