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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

Morley, Graham (2010) “Teachers” does not tell the whole story: Further classification to assist in identifying barriers to the use of ICT in Primary settings. In: Proceedings of Global Learn Asia Pacific 2010. Association for the Advancement of Computing in Education, Chesapeake, VA, pp. 899-902. ISBN 1880094797

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      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 main findings from these reports 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 which made them lack
      confidence when using ICT in the classroom. Teachers major
      difficulty is finding time to keep pace or develop their ICT
      skills. The reports have a generic view of teachers, with no
      further analysis of gender, age or experience phenomena. The
      analysis of these variables concludes that teacher subject
      knowledge formed through teaching experience of the subject,
      informs teachers when computers aid teaching and learning

      Item Type: Book Chapter
      Subjects: L Education > L Education (General)
      L Education > LB Theory and practice of education > LB1501 Primary Education
      Q Science > QA Mathematics > QA75 Electronic computers. Computer science
      Schools: School of Education and Professional Development
      Related URLs:
      Depositing User: Sara Taylor
      Date Deposited: 28 Oct 2010 11:37
      Last Modified: 28 Oct 2010 11:37
      URI: http://eprints.hud.ac.uk/id/eprint/8899

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