Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Hennessy, Sara; Ruthven, Kenneth; Brindley, Sue

doi:10.1080/0022027032000276961

Cited by 482 publications

(330 citation statements)

References 28 publications

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“…This suggests that, teachers tend to guide their pupils through passing the examination and to teach for examinations, which confirms the previous studies (Demetriadis et al 2003, Hennessy, et al 2005. These findings relate to those of Selwyn (1999), who argued that the nature of the qualifications being taught and the final examinations dictate teaching for many teachers in particular at post-16 level.…”

Section: Discussionsupporting

confidence: 80%

“…As a result, "while areas such as 'the knowledge' and examination technique were fundamental to the content of A level teaching, other areas such as IT were inevitably… 'left behind'" (p.37). Hennessy et al (2005) also found that conformity to external examination requirements creates a problem with using ICT in mathematics teaching. Mathematics teachers expressed their concern regarding particularly the use of graphical calculators, as these calculators cannot be used in advanced-level examinations in England.…”

Section: Discussionmentioning

confidence: 99%

“…"Clearly, new assessment systems are needed to address the new kinds of skills and knowledge which using ICT can help to develop" (p. 172). A second possible explanation could be the mathematics curriculum that is discussed in the earlier literature (Manouchehri, 1999;Hennessy et al, 2005). Manouchehri, (1999) showed that mathematics curriculum is considered to be a barrier for teachers to integrate technology in their teaching.…”

Section: Discussionmentioning

confidence: 99%

“…A study of Hennessy, Ruthven and Brindley (2005) showed that teachers were interested in using technology only where they thought it improved learning in comparison with other approaches. The researchers concluded that teacher commitment to integrating technology was connected with "recognising the educational value and believing in the transformative potential of the technology" (p. 185).…”

Section: Discussionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

Bozkurt

2016

IJRES

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“…Access to information and communication technologies (ICTs) in schools has risen dramatically in recent years, but the integration of these tools in teaching and learning has not shown consistent comparable gains (Hew and Brush 2007). Research reveals remarkable variation in the use of ICTs, with some subject areas consistently showing more integration of technology than others (Hennessy, Ruthven, and Brindley 2005;Howard 2009). In this article we illustrate the value of LCT for exploring the question of why ICTs are integrated differently across the disciplinary map.…”

Section: Introductionmentioning

confidence: 99%

Theorising knowledge practices: a missing piece of the educational technology puzzle

Howard¹,

Maton²

2011

Research in Learning Technology

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Educational technology research has been characterised as lacking theoretical frameworks that can enable cumulative knowledge-building across the field. This article explores the value of Legitimation Code Theory (LCT) for addressing these issues by discussing research into the key question of integration of information and communication technologies in education. Specifically, it shows how LCT enables the theorisation of knowledge practices, the basis of education but undertheorised by existing research. Drawing on a major study of a technological initiative in all state secondary schools in New South Wales, Australia, the article illustratively uses one dimension of LCT to compare the organising principles underlying the initiative with those underlying the key subjects of mathematics and English. Analysis suggests that a 'code clash' with mathematics and a 'code match' with English might help explain their different patterns of integration of information and communication technologies. It also demonstrates how LCT can be utilised with multiple methods, enabling the integration of research into a wide range of educational topics and thereby contributing towards building knowledge across the field.

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Analysis of factors influencing application of ICT by agricultural graduate students

Pouratashi

Rezvanfar

2009

J. Am. Soc. Inf. Sci.

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With improving technology in the world, particularly Information and Communication Technology (ICT), people need to make an effort to keep up with the new technology. The importance of ICT in higher education continues to grow year by year.The purpose of this study was to analyze factors influencing application of ICT by agricultural graduate students. The statistical population included agricultural graduate students in colleges of agriculture at the University of Tehran. A sample of 110 students was selected using a random sampling method. A questionnaire was used for data collection. Reliability and validity of instrument were determined through opinions of faculty members and application of Cronbach's alpha. The data were analyzed using descriptive and inferential statistics. The findings revealed that skill, support, and facilities were the three factors that influenced the application of ICT by agricultural students. In order to predict application of ICT by agricultural students, the Technology Acceptance Model (TAM) was used. The results showed that skill had direct and indirect effects on the application of ICT, while support and facilities affected the application of ICT indirectly. Given the direct effect on application of ICT, we infer that when students' skills improve, they are more likely to use ICT.

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Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Cited by 482 publications

References 28 publications

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

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

Theorising knowledge practices: a missing piece of the educational technology puzzle

Analysis of factors influencing application of ICT by agricultural graduate students

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