Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action
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‘Under which conditions does ICT have a positive effect on teaching and learning?’ This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the International Handbook of Information Technology in Primary and Secondary Education, a synthesis of research in the field of information and communication technology (ICT) in education. Seventy international policymakers, researchers, and practitioners developed a Call to Action, which summarizes the main action points where policy, research, and leadership need to join forces in order to successfully implement ICT in educational practice. These main action points include a view on the role of ICT in 21st century learning; conditions for realizing the potential of multiple technologies to address individual needs of students; better understanding of the relationship between formal and informal learning; the implications of technology for student assessment; the need for models for leadership and teacher learning to successfully implement technology; the potential of ICT for digital equity; and the development of a list of essential conditions to ensure benefit from ICT investments. In this contribution, we present the Call to Action and synthesize the research on which the Call is based.
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Effective integration of digital technologies across education levels requires infrastructure, digital content, and appropriate resources.
“The effective integration of digital technologies across levels of education presupposes the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013).”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Voogt et al., 2013
Action 3 calls for integrated development of infrastructure and digital content to help schools use technology-enhanced teaching. “Policy for equity and practice” also discusses ICT resources and access to digital content. The passages address schools, however, and do not establish the claim across levels of education or specifically call for selecting proper resources. Page numbers are unavailable in our copy. (LLM, conf=0.85)
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“The effective integration of digital technologies across levels of education presup-poses the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013).”
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- Authors
- Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A.
- Affiliations
- University of Twente (NL)
- University of North Texas (US)
- King's College London (GB)
- International Society for Technology in Education (US)
- Corresponding author
- Voogt, J.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2011-11-15
- Volume
- 29
- Issue
- 1
- Pages
- 4-14
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2116051226
- Cited by
- 246
- References
- 65
- Citations by year
- 2026: 15 · 2025: 17 · 2024: 19 · 2023: 15 · 2022: 13 · 2021: 23 · 2020: 21 · 2019: 23 · 2018: 19 · 2017: 15 · 2016: 25 · 2015: 18 · 2014: 12 · 2013: 9 · 2012: 2
- FWCI
- 35.43
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- University of Twente Research Information (publishedVersion)
- Research Portal (King's College London) (submittedVersion)
- University of Twente Research Information (submittedVersion, other-oa)
- Funders
- European Commission
- Topics
- Social Sciences › Education › Education and Technology Integration
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- information and communication technology in education, ICT implementation in schools, 21st century learning, formal and informal learning, student assessment, educational leadership, teacher learning, digital equity, K-12 education
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