Chasing dreams and recognising realities: Teachers' responses to ICT

  • Underwood J
  • Dillon G
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The teaching profession’s response to the inexorable march of new technology
into education has been a focus of research for some 30 years. Linked with the
impact of ICT on measurable performance outcomes, teacher attitudes to technology
and the impact on pedagogic practice have been central to that research,
a research that has often seen teachers as a barrier, not a force for change. The
current article brings together findings from a decade of studies that have
explored the ways in which teaching staff have responded to the growing notion
that ICT is a core part of the teaching toolkit. In doing so we question the simplistic
stereotyping of Luddite teachers. Drawing on findings from rare, but crucially
important, longitudinal projects the article discusses hopes and fears
raised by teaching staff when confronted with changes to existing pedagogy,
before moving on to explore issues such as the ‘technology dip’, how maturity
modelling can inform our understanding of technological change in schools and
ways forward for helping teaching staff to embed technology into their teaching.
The article concludes with a discussion of why it is important that the educational
system meets this challenge from a learner’s perspective.
Keywords: e-maturity; technology acceptance; interactive whiteboards; virtual
learning environments

Author-supplied keywords

  • e-maturity
  • interactive whiteboards
  • technology acceptance
  • virtual learning environments

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  • Jean Underwood

  • Gayle Dillon

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