It's not about the technology : patterns of teachers' ICT skills and classroom usage 1999-2003 : research report.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Teaching and Learning
As Information and Communication Technology (lCT) becomes more commonplace in New Zealand classrooms, the question arises as to what teachers are making of the technology. The present study draws on the responses from some 8000 teachers to a survey repeated over four years. The survey sought information in teachers' ICT usage and skills prior to entry into a professional development programme. The study found few changes for the average teachers' use of lCT in the classroom between 1999 and 2003. Of the changes that occurred, increases in some of the personal ICT skill levels of teachers are among the most marked. This includes an increase in skills in file management, word processing, emailing, and Internet use. For the average teacher, these skills have, however, remained relatively basic. Within the classroom, these basic skills are used mainly for administration as well as planning and preparation, while some increases in skill levels was evident in the areas of Internet use for accessing lesson ideas, assessment, reading official documents, and other professional readings. There have been some increases in the use of lCT for administration, in particular for records/assessment, and writing reports for parents. Integration of lCT into classroom teaching and learning remains unchanged and at a low level during the years studied. Usage of ICT by students of the average teacher have changed little between 1999 and 2003. Important changes can be seen, however, in those teachers with a high degree of skills and usage. Growth in their level of skills is occurring, although the numbers are small. That teachers use ICT mainly for administration purposes as well as for planning and preparation, suggests ICT is currently being 'undersold' as a tool for teaching and learning. Before ICT can be fully integrated by teachers, literature cited in this report points to the need for professional development programmes to focus on pedagogical change.