'Fitting it in': A study exploring ICT use in a UK primary school

Abstract

This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003)(2004)(2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.

A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

“…Support from institution/school is required to perform 'supportive environment' which include encouragement to use ICT, training, and in providing technical support staff [28]. All ICT components, hardware and software, should be well maintained, with technical support available when teachers have difficulties to operate it [23].…”

“…A well planned timetable may provide the teachers more time to prepare teaching material which use ICT [28]. By reducing teachers' workload, they will have more time for developing learning program with their colleagues, trying new method to teach in ICT environment, and thinking about better pedagogical practices [23].…”

“…Government financing is a top prerequisite for the provision of appropriate software and hardware to the schools. Support from finances raised by the association of parents allows for the continuity and access achievement in the access of the ICT [28].…”

Incorporating Internet resources into classroom practice: Secondary school teacher action plans

“…We refer to the role that the structural and organisational variables of the teaching context play in the effect that ICT have on teaching practices, a topic that has been dealt with in much previous research (Ruthven, Hennessy & Deaney, 2005;Baek, Jung & Kim, 2006;Baskin & Williams, 2006;Cartwright & Hammond, 2007;Bate, 2010). In this study we will refer to these structural and organisational variables when describing the video recorded class sessions, but when focusing on the analysis of the direct teaching in classroom practice, this context serves only as an interpretative framework for ICT practices.…”

E-Learning pedagogy in the Primary School Classroom: the McDonaldization of Education

“…Many young children also feel that regular rules don't apply to the Internet. Thus 'contextual conditions' as noted by Cartwright and Hammond (2007) play a major role determining what ethical rules apply when communicating online. This confirms speculation by Tearle (2002) that in the context of online behaviour, attitude may outweigh and even alter the importance and protective boundaries of social norms.…”