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Integrating ICT in the classroom: a case study of two contrasting lessons

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A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved.

Document Type: Research Article


Affiliations: University of Wolverhampton, Telford Campus, Priorslee, Telford TF2 9NT. , Email:

Publication date: 2003-11-01

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