Have Teachers’ Practices Changed with the Implementation of Computers in Schools? A Longitudinal Perspective

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The increased provision of computers in schools has raised expectations about the professional development of teachers and the changes in practice that should accompany the successful integration of ICTs in schools. Teachers are expected to change their teaching practices in particular ways. Often these ways have been based on exaggerated claims the changes ICTs were thought to bring about. Nevertheless, ICTs have been in schools a number of years now and their effect on day to day teaching has been under-researched. While not necessarily aligning with publicly expressed expectations of politicians and administrators, changes in teachers’ practices have developed over time in a number of different ways. This paper overviews the research design and findings of an in-depth longitudinal, qualitative research study in Australia intended to describe and explore the ways teachers’ practices with ICTs change over time. The study, funded by the Department of Education (NSW) used an innovative assorted analysis research design. The research was conducted over five years and collected a wide range of data through interviews with teachers, students and school executive, classroom observations and document analysis. The paper summarises the main findings from the research in relation to four interconnected themes of the study: established practice and contexts of teaching with ICTs; disruptions and reflections; changes related to disruptions; and teachers dispositions for change.

Stream: Teacher Training and Professional Development

Paper: A paper has not yet been submitted.

Joanne Orlando is a lecturer in early childhood education at University of Western Sydney. She is currently undertaking a major investigation into the use of Information and Communication Technologies in teaching and learning and what this means for educational leadership. Her other research interests include the relationship between the media, children and family life and also the sustainability of the Australian education research community. Joanne is an executive member of the Australian Association for Research in Education.