“Teachers” does not tell the whole story: Further classification to assist in identifying barriers to the use of ICT in Primary settings

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