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

Autor/inn/en	Hennessy, Sara; Ruthven, Kenneth; Brindley, Sue
Titel	Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change.
Quelle	In: Journal of curriculum studies, 37 (2005) 2, S. 155-192Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Einstellung (Psy); Sekundarbereich; Lehrer; Lehrverhalten; Lernen; Unterrichtspraxis; Computerunterstützter Unterricht; Englischunterricht; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Fachunterricht; Studie
Abstract	This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus-group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT-supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils' attention onto underlying learning objectives. (Zusammenfassung vom Verlag übernommen).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2005/3