This study details the attitudes towards ICT of 35 beginning teachers, and how they change over the first three years of their teaching career. It found that there was a discrepancy between the students stated pedagogical aims and philosophies, and how they utilised ICT in their classrooms. Reasons for their change in attitude included lack of reliable resources, lack of support from other staff, and lack of time to plan lessons that use ICT (Bate, 2009).
Like the work of Mishra & Koehler (2006) and Ertmer & Ottenbreit-Leftwich (2010), Bates also shows the interconnectedness of factors that lead teachers to reject the use of ICT (2010, Figure 1, reproduced above). However, I think that perhaps the study of different factors can sometimes lead to overlooking the over-arching reason for ICT rejection: teachers won’t use ICT in their classroom if they don’t believe it will bring results, or if, when they use, it fails to bring results.
To successfully integrate ICT into my classroom, I will need to look at the interconnected issues, such as those set out by Bates (2010), examine my own beliefs, consolidate my knowledge with the help of a framework such as TPCK, and ensure that I am using ICT in a way that aligns practice with my own educational philosophy, needs of my students and the culture of my school. If things aren’t successful, it is important to reflect, change and try again, rather than give up on such a vital part of today’s education.
Bate, F., (2009). A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools. Australasian Journal of Educational Technology. 26(7), 1042-1061. Retrieved from http://www.ascilite.org.au/ajet/ajet26/bate.html
Ertmer, P. & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education. 42(3), 255-284. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ882506
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record. 108(6), 1017-1054.