There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school-based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom.
|Translated title of the contribution||Perspectives on the relationships between ICT and assessment|
|Pages (from-to)||227 - 234|
|Number of pages||8|
|Journal||Journal of Computer Assisted Learning|
|Publication status||Published - Sep 2001|