Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 45Education and Technology IntegrationEducation and Digital TechnologiesEducational Innovations and Technology

The DOI matches its Crossref record; 9 of the 10 references it cites were found in a registry or an index.

Enchanting a disenchanted child: revolutionising the means of education using Information and Communication Technology and e‐learning

Beastall, Liz·2006·British Journal of Sociology of Education
DOI 10.1080/01425690500376758
Open this paper in CoChat — free account

Abstract

The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum.

Overview

Integrity signals

Registry

Crossref · 10.1080/01425690500376758

Cites

9 of 9 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Show all 10 references

Research works printed but not linked: 11

  1. Ball S., 1994, Education reform
  2. Cooper C., 2004, Developing ICT in teaching and learning in English schools
  3. 2002, Education and skills: delivering results. A Strategy to 2006
  4. 2003, Fulfilling the potential
  5. 2003, Towards a unified e‐learning strategy
  6. Hirvenoja P., 2000, Families in the ‘public‐markets’: school choice in the comprehensive school
  7. Holloway S. L., 2003, Cyberkids
  8. Merril P., 1996, Computers in education
  9. O’Brien T., 2001, Differentiation in teaching and learning
  10. Prensky M., 2003, Digital natives
  11. Radnor H., 2002, Researching your professional practise

Cited by

Related

See all

Metadata

Authors
Beastall, L.
Affiliations
University of Hull (GB)
Corresponding author
Beastall, Liz
Venue
British Journal of Sociology of Education
Publisher
Informa UK Limited
Published
2006-02
Volume
27
Issue
1
Pages
97-110
ISSN
  • 0142-5692 (ISSN-L)
  • 1465-3346
DOI
10.1080/01425690500376758
OpenAlex
W2043677363
Cited by
45
References
10
Citations by year
2023: 2 · 2022: 1 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 2 · 2015: 2 · 2014: 2 · 2013: 3 · 2012: 5
FWCI
15.95
Type
journal article
Language
en
Open access
closed
Locations
British Journal of Sociology of Education (publishedVersion)
Topics
  • Social Sciences › Education › Education and Technology Integration
  • Social Sciences › Education › Education and Digital Technologies
  • Social Sciences › Education › Educational Innovations and Technology
Keywords
information and communication technology in education, online learning, teacher professional development, digital divide, government education policy, Department for Education and Skills, ICT pedagogy, teacher alienation, educational technology adoption, British education system

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review