CoChat
Sign Up
Cited by 386Education and Technology IntegrationEducation and Digital TechnologiesMathematics Education and Teaching Techniques

A review of pedagogy related to information and communications technology

Open access
Webb, Mary, Cox, Margaret·2004·Technology, Pedagogy and Education
DOI 10.1080/14759390400200183
Open this paper in CoChat — free accountOpen PDF

Abstract

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/14759390400200183

Cites

99 of 99 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Primary school teacher's adequate pedagogical knowledge to combine YouTube videos presentation with appropriate learning goals and tasks can affect the success of YouTube videos for student learning.

    “In the use of YouTube videos as cognitive tools for student learning, the primary school teacher's adequate pedagogical knowledge to combine YouTube videos presentation with appropriate learning goals and tasks can affect the success of YouTube videos for student learning.”

    From Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School (2020) · cites this paper as Webb & Cox, 2004

    The section “Pedagogies for ICT in Primary Schools” links effective teaching to knowledge of ICT affordances and to tasks aligned with learning objectives. This supports the general pedagogical point, but the passages concern ICT and multimedia broadly, not YouTube videos specifically; page numbers were unavailable in our copy. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

2 of the 101 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. Connell, M.L. (1998) Technology in Constructivist Mathematics Classrooms, Journal of Computers in Mathematics and Science Teaching, 17, pp. 311-338.
  2. Cox, M.J. (1993) The Project Design and Method, in D. Watson (Ed.) Impact -an evaluation of the impact of the information technology on children's achievements in primary and secondary schools, pp. 7-25. London: Department for Education and King's College London.
  3. Cox, M.J. & Webb, M.E. (2004) ICT and Pedagogy: a review of the research literature. London: Department for Education and Skills.
  4. Godwin, S. & Beswetherick, R. (2002) Reflections on the Role of Task Structure in Learning the Properties of Quadratic Functions with ICT -a design initiative, in BSRLM Day Conference, Nottingham University, British Society for Research into Learning Mathematics, pp. 43-54. Bristol: BSRLM.
  5. Goldstein, R. & Pratt, D. (2001) Michael's Computer Game: a case of open modeling, in Twenty Fifth Annual Conference of the International Group for the Psychology of Mathematics, Utrecht, pp. 49-56. Utrecht: International Group for the Psychology of Mathematics in Education.
  6. Hennessy, S., Deaney, R. & Ruthven, K. (2003) Pedagogic Strategies for Using ICT to Support Subject Teaching and Learning: an analysis across 15 case studies. Research Report 03/1. Cambridge: University of Cambridge.
  7. Jones, K. (2002) Implications for the Classroom, MicroMath, 18, pp. 18-20.
  8. Pedretti, J.E., Mayer-Smith, J. & Woodrow, J. (1998) Technology, Text, and Talk: students' perspectives on teaching and learning in a technology-enhanced secondary science classroom, Science Education, 82, pp. 569-590.
  9. Whitelock, D., Taylor, J., O'Shea, T. & Scanlon, E. (1991) How Students Construct a Shared Understanding of Collisions in Newtonian Mechanics, in International Conference on the Learning Sciences, pp. 430-441. Charlottesville: Association for the Advancement of Computing in Education.

Cited by

Sorted by citations

Related

Authors
Webb, M., & Cox, M.
Affiliations
King's College London (GB)
Corresponding author
Webb, Mary
ORCID
Venue
Technology, Pedagogy and Education
Publisher
Informa UK Limited
Published
2004-10
Volume
13
Issue
3
Pages
235-286
ISSN
  • 0962-029X (ISSN-L)
  • 1475-939X
  • 1747-5139
DOI
10.1080/14759390400200183
OpenAlex
W2002004756
Cited by
386
References
101
Citations by year
2026: 8 · 2025: 9 · 2024: 12 · 2023: 25 · 2022: 15 · 2021: 25 · 2020: 17 · 2019: 25 · 2018: 26 · 2017: 18 · 2016: 21 · 2015: 20 · 2014: 27 · 2013: 31 · 2012: 26
FWCI
13.83
Type
journal article
Language
en
Open access
Locations
  • Technology Pedagogy and Education (publishedVersion)
  • Research Portal (King's College London) (submittedVersion)
Funders
King's College London
Topics
  • Social Sciences › Education › Education and Technology Integration
  • Social Sciences › Sociology and Political Science › Education and Digital Technologies
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
information and communication technologies, ICT in education, pedagogical reasoning, teacher beliefs, pedagogical framework, primary and secondary schools, lesson planning

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