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A Longitudinal Investigation into the Uses of IT in Primary and Secondary Education
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DOI：10.1016/j.caeo.2026.100403.png)
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Abstract
En 中文
This longitudinal study to investigate the range of uses of IT in primary and secondary education examined a corpus of sixteen years of EDUsummIT official reports and E-Books (2009-2025) to identify recurring themes and patterns, as well as variations in how information technology (IT) and more recently, artificial intelligence (AI) are and have been used in primary and secondary education. NotebookLM served as an interactive Retrieval-Augmented Generation (RAG) mediating artifact for the three-phase analysis of the corpus: systematic analysis, thematic pattern analysis, and finally a CHAT analysis (Engeström, 1987, 2015). The findings revealed persisting issues and challenges relating to the integration of IT, systemic misalignments, underscoring tensions and contradictions within and across the activity systems of key educational agents: EDUsummIT participants (primarily researchers), practitioners and policymakers. The identified contradictions capture how misaligned objects, rules, and divisions of labour can constrain classroom innovation. These contradictions also explain the continuities and shifts in EDUsummIT priority objects over the 16 years. The analysis concludes with four guiding shifts towards an evidence-based framework for future IT and AI integration in education and evidence of the benefits of using a RAG analysis for similar investigations.
Keywords:
policies
practices
generative artificial intelligence (GenAI)
activity theory (CHAT)
educational innovation
alignment and misalignment
systemic contradictions
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373
Citations:
951
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