Integrating technology in the curriculum for enhanced learning: a comparative study in England and North Cyprus

Abstract

This research compared English and Turkish Cypriot teachers’ pedagogical approaches to using Information and Communication Technologies (ICT) in the classroom and explored differing contexts of ICT use in the two countries. Research methods included self-completed questionnaires, semi-structured interviews and three rounds of a modified Delphi technique aimed at building consensus around what constitutes a model of practice. Two secondary schools in each country participated. Findings highlighted differences in access to resources between ‘good’ and ‘improving’ schools and between Turkish Cypriot and English schools. Access to reliable technology and basic ICT training are identified issues for Turkish Cypriot teachers whilst effective integration of ICT in teaching is identified as a key issue for English teachers. Turkish Cypriot and English teachers differed in their pedagogical approaches but instructivist teaching methods continue to be a major component of teaching in both countries’ schools. The Delphi method proved a useful process to encourage mutual engagement toward shared goals, exploring different contexts of use and building consensus on a model of practice. The consensus building activity suggested some parameters for a model of practice, generated useful lesson plans and proved a potentially useful method for encouraging a sense of joint ownership for professional development in this area