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            "note": "<p><strong>Contents</strong></p><ul style=\"list-style-type:none;padding-left:0px;\"><li><a>1 Introduction</a></li><li style=\"padding-top:8px;\"><a>2 Methods</a><ul style=\"list-style-type:none;padding-left:12px;\"><li style=\"padding-top:4px;\"><a>2.1 Context of the study</a></li><li style=\"padding-top:4px;\"><a>2.2 Features of the Virtual Chemistry Laboratory (VCL)</a></li><li style=\"padding-top:4px;\"><a>2.3 Methodology</a></li><li style=\"padding-top:4px;\"><a>2.4 Participants</a></li><li style=\"padding-top:4px;\"><a>2.5 Data collection and analysis</a></li></ul></li><li style=\"padding-top:8px;\"><a>3 Results</a><ul style=\"list-style-type:none;padding-left:12px;\"><li style=\"padding-top:8px;\"><a>3.1 Initial interviews</a><ul style=\"list-style-type:none;padding-left:24px;\"><li style=\"padding-top:4px;\"><a>3.1.1 ICT’s role in meeting the challenges of science teaching</a></li><li style=\"padding-top:4px;\"><a>3.1.2 Other teachers’ use of ICT</a></li><li style=\"padding-top:4px;\"><a>3.1.3 Teachers’ personal use of ICT</a></li><li style=\"padding-top:4px;\"><a>3.1.4 Reasons to use a VCL</a></li></ul></li><li style=\"padding-top:8px;\"><a>3.2 Study on teachers’ practice</a><ul style=\"list-style-type:none;padding-left:24px;\"><li style=\"padding-top:4px;\"><a>3.2.1 Observation of the teachers’ practice</a></li><li style=\"padding-top:4px;\"><a>3.2.2 Interviews VCL lesson – teacher opinions</a></li></ul></li></ul></li><li style=\"padding-top:8px;\"><a>4 Discussion</a><ul style=\"list-style-type:none;padding-left:12px;\"><li style=\"padding-top:4px;\"><a>4.1 Contented Traditionalist (CT) focus, ownership and PCK</a></li><li style=\"padding-top:4px;\"><a>4.2 Selective Adopter (SA) focus, ownership and PCK</a></li><li style=\"padding-top:4px;\"><a>4.3 Inadvertent User (IU) focus, ownership and PCK</a></li><li style=\"padding-top:4px;\"><a>4.4 Creative Adapter (CA) focus, ownership and PCK</a></li></ul></li><li style=\"padding-top:8px;\"><a>5 Implications for ICT integration in schools</a><ul style=\"list-style-type:none;padding-left:12px;\"><li style=\"padding-top:4px;\"><a>5.1 Contented traditionalist → selective adopter → creative adapter</a></li><li style=\"padding-top:4px;\"><a>5.2 Contented traditionalist → inadvertent user → creative adapter</a></li></ul></li><li style=\"padding-top:4px;\"><a>6 Conclusions</a></li><li style=\"padding-top:4px;\"><a> Topic guide for initial semi-structured interviews</a></li><li style=\"padding-top:4px;\"><a> Post-lesson semi-structured interview</a></li><li style=\"padding-top:4px;\"><a> References</a></li></ul><p style=\"color:#cccccc;\" title=\"{&quot;lastmod&quot;:1425139958974,&quot;mode&quot;:1,&quot;location&quot;:&quot;[BaseFolder]\\\\T4ME\\\\Donnelly et al. - 2011 - A framework for teachers’ integration of ICT into .pdf&quot;,&quot;projectFolder&quot;:&quot;\\\\T4ME&quot;}\">(hidden zotfile data)</p>",
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