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Primary Teachers and ICT: Is gender, age or experience important?

Morley, Graham (2010) Primary Teachers and ICT: Is gender, age or experience important? In: International Conference on Education Training and Informatics: ICETI 2010, April 6-9 2010, Orlando, Florida. (Unpublished)

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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: Conference or Workshop Item (Paper)
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Schools: School of Education and Professional Development
    Related URLs:
    Depositing User: Sara Taylor
    Date Deposited: 04 Nov 2010 10:07
    Last Modified: 04 Nov 2010 10:07
    URI: http://eprints.hud.ac.uk/id/eprint/8929

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