Carlo Perrotta

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Citation: Perrotta, C. (2013). Do schoollevel factors influence the educational benefits of digital technology? A critical analysis of teachers' perceptions. Abstract The supposed benefits of teachers' use of information and communications technology (digital technology) are well-reported throughout the academic literature – most often involving issues of(More)
The paper reports a study that investigated the construction of a common identity in an online Italian forum of psychologists based on asynchronous CMC. Discourse analysis was carried out on 20 discussions, and three Interpretative Repertoires were identified: (i) Professional Boundaries, (ii) disempowered psychology and (iii) psychology and health, which(More)
In the original published version of this article two references were missing in Section Two: Empirical background and research questions. These references had been originally removed to anonymise the manuscript for peer review but were not added in the final, published article. The missing references are (Perrotta 2013) and (Perrotta and Evans 2013). The(More)
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page. We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and(More)
This paper argues that the emphasis on orchestration as a metaphor for teaching in technology-enhanced learning (TEL) environments, featured in recent academic discussions, is an opportunity to broaden the scope of the inquiry into educational technology. Drawing on sociological literature and research that investigated the systemic factors that influence(More)
This paper focuses on the relationship between rational beliefs, culture and agency in formal school settings. This relationship is analysed in the context of the adoption of technological innovations. Interviews and focus groups with 39 secondary teachers from England and other European countries were carried out. The analysis highlights a number of(More)
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