Editorial: Rhetoric and reality—the present and future of ICT in education

Nichol, Jon; Watson, Kate

doi:10.1111/1467-8535.00315

Cited by 21 publications

(12 citation statements)

References 3 publications

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“…ICT mediated course delivery is increasingly seen as a desirable and cost effective means of reaching large numbers of teachers (Nichol & Watson, 2003;Postle, 2002;Vance & McKinnon, 2002) but this requires that the target audience has access to the necessary ICT infrastructure. The findings of this study suggest that adequate access is far from universal among teachers and that technical support is the area of greatest need.…”

Section: Discussionmentioning

confidence: 99%

“…Professional development for teachers is widely recognised as one of the highest priorities for the school sector (Dede & Honan, 2005;Meiers & Ingvarson, 2005) and educational writers are increasingly advocating ICT mediated course delivery as a means of serving large, geographically dispersed populations of already busy teachers (e.g., Nichol & Watson, 2003;Vance & McKinnon, 2002). Professional development for teachers has long been offered in a variety of ways, with university accredited, postgraduate studies being an important component (Harvey, 2005;Meiers & Ingvarson, 2005) ICT mediated postgraduate courses are widely believed to offer benefits far beyond that of greater convenience of time and location (Carswell, Thomas, Richards, Price & Petre, 2000;Haddad, 2002;Postle, 2002).…”

Section: Ict Access For Continuing Studymentioning

confidence: 99%

“…Access to the Internet did not differ significantly between home and work but the availability of technical support was clearly poorer at home than at work. The literature suggests that teachers are acquiring much of their ICT competency and experience outside of school (e.g., Nichol & Watson, 2003) -most of these teachers had the basic ICT infrastructure at home to do this, but in the absence of adequate technical support one might question the quality of some of their ICT learning experiences. With the exception of Internet access, which was relatively high in both instances, all other access measures were closely correlated perhaps suggesting that whatever influenced access in one place also influenced access in the other.…”

Section: Comparative Accessmentioning

confidence: 99%

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ICT mediated study and teachers: Do they have access to the infrastructure?

Burnip

2006

AJET

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Course delivery mediated by information and communication technology (ICT) is increasingly seen as a desirable and cost effective means of providing study opportunities to large numbers of teachers. However, it is unclear to what extent teachers have access to the ICT infrastructure that is required for participation in such study. This paper reports on a survey of teachers' access to ICT infrastructure and offers some insights into the nature and adequacy of that access. A sample of 203 trained teachers was surveyed regarding their access to hardware, software, and the Internet both at work and outside work. Data regarding access to technical support were collected also. Access to adequate levels of ICT infrastructure was not universal among teachers in this sample and access levels varied with teacher characteristics such as age and school type. Teachers in Government schools had slightly poorer levels of access, both at home and at school, when compared with teachers in independent schools. The most problematic area of access overall was in technical support which, when coupled with the reportedly low and variable levels of ICT skills among teachers, would represent a major impediment to successful and satisfactory participation in ICT mediated study for many teachers. These findings have important implications for developers of ICT mediated courses for teachers and for those who seek to encourage teachers' participation in such study.

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Section: Discussionmentioning

confidence: 99%

Section: Ict Access For Continuing Studymentioning

confidence: 99%

Section: Comparative Accessmentioning

confidence: 99%

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ICT mediated study and teachers: Do they have access to the infrastructure?

Burnip

2006

AJET

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“…The rapid advances in information and communications technologies (ICTs) have acted as a catalyst for educational transformation in recent years the world over (Nichol & Watson, 2003). Africa is also attempting to take advantage of this technological revolution in order to make strides in the advancement of education (Selinger, 2002;Isaacs et al, 2004;Shrestha, 2000).…”

Section: Towards Blended Learning Solutions For Africamentioning

confidence: 99%

Exploring Blended Learning for Science Teacher Professional Development in an African Context

Boitshwarelo

2009

IRRODL

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This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.

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“…In accordance with it, the use of ICT to improve teaching and learning in schools in the United Kingdom has been clearly emphasised over the last decade (Taylor, 2004;Haydn and Barton, 2007). UK teachers have been promoted to use ICT for their teaching and to enable pupils to gain competencies in ICT within all subject fields (Cuckle ,Clarke and Jenkins, 2000).However, research on the use of ICT in UK schools points out that there has not been a considerable increase on uptake in teachers" use of new technology (Harrison et al 2002;Nichol & Watson 2003;Reynolds et al 2003;Selwyn 2003) According to Kenneth Baker (1988), initial training courses would initiate these skills of using ICT "the problem of getting teachers aware of IT will soon be phased out as all new entrants will soon have IT expertise" (as cited in Barton & Haydn,2006, p. 258). Nevertheless, there has been concern regarding the competency of student teachers" effective use of ICT in their teaching (Willis & Mehlinger, 1996).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

Bozkurt

2016

IJRES

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This study examines the factors influencing student teachers" use of information and communication technology (ICT) to teach mathematics. Data collection involved questionnaire surveys and individual follow-up semistructured interviews of student teachers concerning the factors that they felt had hindered or promoted their development in the use of ICT. This study shows that this particular group of student teachers is committed to using ICT in their teaching; they are mostly confident and mostly believe in the value of ICT in mathematics teaching. However, findings indicate that the barriers inhibiting the student teachers" use relate to poor access to facilities, limited encouragement from mentors and the other teachers in mathematics department and irregular use of ICT of existing teachers in teaching, lack of links in the scheme of work, and time constraint.

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Editorial: Rhetoric and reality—the present and future of ICT in education

Cited by 21 publications

References 3 publications

ICT mediated study and teachers: Do they have access to the infrastructure?

ICT mediated study and teachers: Do they have access to the infrastructure?

Exploring Blended Learning for Science Teacher Professional Development in an African Context

Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

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