What is the problem: gender, age or experience? Issues for primary teachers with ICT

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 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. Teachers involved in the study are finding it difficult to find time to either keep pace or develop their ICT skills. They also lack confidence in using ICT in their classrooms. 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 from teaching experience of the subject, informs teachers when computers aid teaching and learning.