This study, conducted in a laptop environment, found many factors mediate teachers' integration of information and communication technologies (ICTs) into the curriculum. Successful integration of ICTs was not so much related to pedagogical style and teachers' self-sufficiency with computers, as to the principle of 'teachers first' and professional development which utilizes a 'situative-learning' model
Notes
Degree conferred 2006
Submitted to the School of Education of the Faculty of Education, Deakin University
Thesis (Ph.D.)--Deakin University, Victoria, 2005
Bibliography
Includes bibliographical references (leaves 241-256)