NEGLECTED AND MISALIGNED: A STUDY OF COMPUTER SCIENCE TEACHERS’ PERCEPTIONS, BELIEFS AND PRACTICES TOWARDS PRIMARY ICT

The present study attempts to explore aspects of teachers’ personal practical knowledge by investigating computer science teachers’ perceptions, beliefs, and practices towards Primary ICT just before a curriculum transition period and the replacement of the former program of studies with a “Computer Science” curriculum. For the needs of this investigation, an exploratory sequential mixed methods design was employed. Semi-structured interviews were conducted with 33 computer science teachers, while 157 were surveyed by means of a questionnaire developed from the analysis of qualitative data. The findings of the study indicated that there is a misalignment between the policy rationale towards ICT, teachers’ understanding of ICT and the implementation of ICT in the primary classroom. Due to teachers’ lack of professional-pedagogical knowledge, contextual factors and policy decisions, which consistently neglect teachers’ needs and personal practical knowledge, CS teachers have developed their own ways of theorizing, conceptualizing and practicing education in ICT. These findings are discussed within the light of the corresponding literature and suggest that structural and curricular transformations in digital education are condemned to carry within them the seeds of their own dismissal when they are not ingrained in the reality of classroom practice and on teachers’ practical knowledge, which entails their involvement in the design and formulation of any intended changes.  Article visualizations

Introducing ICT in schools in England : rationale and consequences

This paper provides a critical perspective on the attempts to promote the use of information and communication technology (ICT) in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards to contribute to developing a curriculum which has more vocational/social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world where the use of technology is pervasive. However, the claims made for ICT display excessive optimism and a sense of “inevitability.” ICT has had only a modest impact on schools, though impact has to be considered in the context of what can realistically be expected: the contribution of ICT has not been negligible. Future development in the use of ICT should be more measured and adaptive, taking account of the multidimensional nature of technology

Online collaboration and cooperation : the recurring importance of evidence, rationale and viability

This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration

Issues in developing programmes to support teachers of philology in using ICT in Greek schools : a case study

This paper reports on a case study of an in-service teacher-training programme for Greek philology teachers, from 2002 to 2003, which was designed to develop the use of information and communications technologies in their teaching. It draws on questionnaires and interviews with 34 teachers who took part in the training. In addition, the three trainers who led the sessions, 10 head teachers from the schools in which the teachers worked and three programme designers were also interviewed. A holistic picture of the programme was formed by comparing and contrasting the views of different "stakeholders" in the programme. It was found that the programme had some impact on developing teachers' information technology skills and knowledge of information and communications technologies as a curricular tool, but the programme had very limited impact on classroom practice. The reasons for this lack of impact included curriculum constraints, lack of time, lack of support and inadequate access to technology. The programme is discussed in the context of the structural difficulties in promoting change in highly centralised educational systems. (Contains 2 figures and 1 table.