By Jack (Jie) Yang, Jun Ma & Sarah Howard

Technological innovation in schools has, as yet, resulted in relatively limited teacher and student engagement with new ways of learning supported through information and communication technologies (ICTs). One of the possible reasons for this is that educational research has struggled to grasp the complexity or dynamic nature of technology integration. Data mining techniques have drawn the attention of researchers from the education research area to understand some of the complexity of technology integration within a theoretical system model of technology integration. Continue reading →