This study of primary school classes (N=50) in Tasmanian government and Catholic schools (N=32) used a social constructivist approach to investigate the factors that shape the successful and sustained use of ICT in classroom teaching and learning practices. The findings are elaborated using activity theory. Observations covered ICT provision and working arrangements in the classroom, and teaching and learning practices in use. These in-class observations were supplemented by interviews of key school staff members including the participating teachers, principals and other school leaders, ICT coordinators, technical support staff and others involved with the use of ICT in the school.
As an original contribution to knowledge the study identifies a set of key factors that together influence the success or otherwise of the use of ICT in teaching and learning. At the class level, there are four key factors: the purpose of the teaching and learning practices (and the rationale for using ICT to achieve the intended purpose); the availability of technology that matches the practices; the working knowledge required to select, operate and troubleshoot the technology being used; and the cost effectiveness of doing so. Four additional factors that are largely determined outside the classroom were also found to be significant including: governance of ICT and its use across the school; ‘reliability’ of devices, arrangements and practices; professional learning that results in a transfer of learning into practices; and collaboration as a key characteristic within classes and the school as a whole.
| Identifer | oai:union.ndltd.org:ADTP/246296 |
| Creators | Webb, IL |
| Source Sets | Australiasian Digital Theses Program |
| Detected Language | English |
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