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“Teachers” does not tell the whole story: Further classification to assist in\ud identifying barriers to the use of ICT in Primary settings

By Graham Morley

Abstract

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

Topics: L1, LB1501, QA75
Publisher: Association for the Advancement of Computing in Education
Year: 2010
OAI identifier: oai:eprints.hud.ac.uk:8899
Downloaded from http://www.aace.org/conf/

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