Oldfield, A. (2010). A Summary of Teacher Attitudes to ICT Use In Schools. Retrieved from Futurelab website: http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=17990&name=DLFE-1550.pdf
“Lack of support on the use of ICT in learning environments. Teachers reported a lack of clarity and understanding on the benefit to learning and how to translate it from policy and the curriculum into their pedagogy. Other factors included lack of dedicated time to training and experimenting with ICT, insufficient class length and curricular restraints (Gulbahar & Guven 2008).”,
Other reports cite a lack of support in terms of ICT implementation, but the tacit link between a lack of understanding of web 2.0 utility, and how to translate that from curriculum to practice is a first, in terms of my reading.
“Low levels of teacher confidence. Teachers report feeling unprepared on how to use ICT in the classroom to support learning. ICT was the second highest area identified as a ‘high development need’ by teachers in the TALIS survey (European Commission 2010). Teachers have also reported feeling anxious about using ICT in classes when they perceive that students know more about ICT than they do (Balanskat et al 2006). ” ,
The above is expecially interesting in the light of both the Finnish study, indicating trainee educators may not have the skills the digital native myth imparts to them, and the recent ECAR report, and work on digital native myths and unstructured laptop use. It looks like students are conservative, typically, in their tech use, don’t translate tech use well into learning, and need guidance and structured scaffolding in using tech in learning well. It also looks like teacher tech use may be a major driver of learner tech use – especially when used in context, and that students are requesting that type of teacher led, learning contextualised instruction.
Or to put it another way, from other papaers (ECAR, Digital Natives myth) it appears that students are conservative oin their tech use, and, typically, do not translate theor personal use of Web 2.0 technologies into a learning use. The onus is on educators to lead that use. The lecturer’s tech use has the highest impact on theor students tech use. So, support in designing and implementing scfoolding couild be useful hjere.
“Lack of skills and knowledge. Studies show that even for teachers who are
positive about the potential benefits of technology in the classroom, many do
not feel competent in their technical knowledge or ‘computer literacy’
(Gulbahar & Guven 2008). This is true for both those beginning their career
and the more experienced (Banaji et al 2010). Additionally, teachers who are
technically competent in ICT do not necessarily have pedagogical ICT
competence. Also teachers’ technical and pedagogical competence is highly
variable across different countries (Korte & Hüsing 2007, Balanskat et al
This is interesting. The Finnish teachers use of tech was narrow and conventional, the Pearson report indicates in teachers 35-44 year old teachers, and 45 to 54 year olds use tech more than the 25 to 34 year old demographic (who are the highest personal users of social media).
Oldfield, A. (2010). A Summary of Teacher Attitudes to ICT Use In hools. Retrieved from Futurelab website: http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=17990&name=DLFE-1550.pdf
“Enablers to ICT use, as reported by teachers, include:
• Technical and pedagogical support. Support, as identified by teachers, means
technical help, administrative support, informal networks for learning, and
consistent training specific to teacher’s needs (IEA 2006).”
The Toolkit is intended to be a semi formal support, that allows and facilitates the creation of an informal peer network ( what the govt report terms a community of digital curators)
“Collaboration and sharing practice. Innovative use of technologies in a schoolis often the result of one teacher’s interest or creativity. Sharing practice,collaborative working and development of support networks have been A summary of teacher attitudes to ICT use in schools reported as important factors to help develop more innovative uses of ICT.
(Banaji 2010; IEA 2006).”