Issues in Developing Programmes to Support Teachers of Philology in Using Information and Communications Technologies in Greek Schools: A Case Study

Autor/inn/en	Fragkouli, Elpiniki; Hammond, Michael
Titel	Issues in Developing Programmes to Support Teachers of Philology in Using Information and Communications Technologies in Greek Schools: A Case Study
Quelle	In: Journal of In-service Education, 33 (2007) 4, S.463-477 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Professional Development; Questionnaires; Interviews; Stakeholders; Outcomes of Education; Barriers; Linguistics; Program Effectiveness; Information Technology; Teacher Attitudes; Inservice Teacher Education; Foreign Countries; Case Studies; Educational Technology; Centralization; Educational Policy; Secondary School Teachers; Language Teachers; Educational Change; Technology Integration; Greece + Suchen Sie Ihr Suchwort? Fragebogen; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; Linguistik; Informationstechnologie; Lehrerverhalten; Lehrerfortbildung; Ausland; Case study; Fallstudie; Case Study; Unterrichtsmedien; Centralisation; Zentralisierung; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Bildungsreform; Griechenland
Abstract	This paper reports on a case study of an in-service teacher-training programme for Greek philology teachers, from 2002 to 2003, which was designed to develop the use of information and communications technologies in their teaching. It draws on questionnaires and interviews with 34 teachers who took part in the training. In addition, the three trainers who led the sessions, 10 head teachers from the schools in which the teachers worked and three programme designers were also interviewed. A holistic picture of the programme was formed by comparing and contrasting the views of different "stakeholders" in the programme. It was found that the programme had some impact on developing teachers' information technology skills and knowledge of information and communications technologies as a curricular tool, but the programme had very limited impact on classroom practice. The reasons for this lack of impact included curriculum constraints, lack of time, lack of support and inadequate access to technology. The programme is discussed in the context of the structural difficulties in promoting change in highly centralised educational systems. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10