# data[].attributes.headline
Asked to describe briefly “the most satisfying pedagogical practice in their school in which students use computer-related technology and which gives students the most useful and advanced learning experiences with IT”.

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Asked to describe briefly “the most satisfying pedagogical practice in their school in which students use computer-related technology and which gives students the most useful and advanced learning experiences with IT”.

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The majority of experiences were focused on a combination of subjects.

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The majority of experiences were focused on a combination of subjects.

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The subjects most mentioned were social studies, science, and language arts.

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The subjects most mentioned were social studies, science, and language arts.

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Initial coding of the cases showed that IT affected changes in pedagogy and  influenced curriculum content and goals.

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Initial coding of the cases showed that IT affected changes in pedagogy and  influenced curriculum content and goals.

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Students’ activities focused on information processing, production activities, and communication.

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Students’ activities focused on information processing, production activities, and communication.

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Students’ knowledge and skills improved, and  their motivation and self esteem increased

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Students’ knowledge and skills improved, and  their motivation and self esteem increased

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Most mentioned changes for teachers related to pedagogical practice and increased IT knowledge and skills.

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Most mentioned changes for teachers related to pedagogical practice and increased IT knowledge and skills.

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SITES module 2 was followed by SITES 2006.

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SITES module 2 was followed by SITES 2006.

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In SITES 2006 sampled mathematical and sciences teacher were asked how intensively they used IT in their educational practice. Teacher who used IT extensively (once a week) were asked to provide a brief description of one most pedagogical practice in which they used IT.

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In SITES 2006 sampled mathematical and sciences teacher were asked how intensively they used IT in their educational practice. Teacher who used IT extensively (once a week) were asked to provide a brief description of one most pedagogical practice in which they used IT.

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Curriculum changes were often limited by the national policy, which determined what content should be taught and examined. 

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Curriculum changes were often limited by the national policy, which determined what content should be taught and examined. 

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An important finding of the study was that IT skills were not taught in isolation but were part of more complex skills, such as information handling, collaboration, and communication. 

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An important finding of the study was that IT skills were not taught in isolation but were part of more complex skills, such as information handling, collaboration, and communication. 

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50% of the teachers used IT extensively. More than 70% of these teachers increased  the ability of new content and resources.

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50% of the teachers used IT extensively. More than 70% of these teachers increased  the ability of new content and resources.

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Often curriculum content was not organizedin 45-min lessons ( it can take one single day or the school year) , but took place in the form of projects, crossing the traditional boundaries of academic subjects.

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Often curriculum content was not organizedin 45-min lessons ( it can take one single day or the school year) , but took place in the form of projects, crossing the traditional boundaries of academic subjects.

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 In many of the cases students worked on topics that were meaningful to them, because they were related to real life.

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 In many of the cases students worked on topics that were meaningful to them, because they were related to real life.

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More than 50% of the teachers increased collaboration among students, quality of instruction and coaching, increased adaptation of their teaching to individual students, and increased self confidence.

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More than 50% of the teachers increased collaboration among students, quality of instruction and coaching, increased adaptation of their teaching to individual students, and increased self confidence.

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More than 50% of teachers increased the time the needed for lesson preparation.

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More than 50% of teachers increased the time the needed for lesson preparation.

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New pedagogical and collaborative skills were positive teacher outcomes.

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New pedagogical and collaborative skills were positive teacher outcomes.

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The latter observation suggests that frequent use of IT contributes to change in educational practices.

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The latter observation suggests that frequent use of IT contributes to change in educational practices.