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

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