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‘Teachers’ does not tell the whole story: further classification to assist in identifying barriers to the use of ICT in Primary settings
PROCEEDINGS

, University of Huddersfield, United Kingdom

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The research uses both qualitative and quantitative methodologies employing multiple sources of data collection. The data collection primarily used a questionnaire survey of primary schools in two English Local Authorities. The qualitative evidence of the teacher sample was through individual semi-structured interviews and a focus group interview of Local Authorities officers. There is an evidence trail which examines academic papers, HMI, QCA, Ofsted and DfES reports. The reports have a generic view of teachers, with no further analysis of gender, age or experience phenomena. The main findings indicate that teachers were becoming familiar with the use of computers. They understood the skills involved in using computers but were still uncertain as to a suitable pedagogy. The analysis of the variables age, gender and teaching experience concludes that teacher subject knowledge greatly informs teachers when computers aid teaching and learning

Citation

Morley, G. (2010). ‘Teachers’ does not tell the whole story: further classification to assist in identifying barriers to the use of ICT in Primary settings. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 899-902). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2021 from .