Abstract

The swift introduction of Information and Communications Technology (ICT) into schools is the aim of initiatives involving the teaching profession, parents and pupils, government and commercial interests. Teachers’ attempts to integrate ICT into their classroom practice may be affected by such factors as access to updated technology, appropriate training, and realistic time management. Nevertheless the British governments aim is that all teachers acquire network literacy by the year 2002. Using a linked group of schools, teachers’ opinions and ideas about ICT were gathered as the National Grid for Learning was introduced. Theories of learning as ‘community joining’ were applied in an analysis of the data to create an emerging model of teachers as users of ICT. This model was then used to help formulate the ICT Development Policy of a case study school. On the basis of this empirical evidence, some key factors enabling teachers to work towards network literacy and ‘Adept User’ status are discussed. In conclusion this paper suggests that successful implementation of ICT initiatives generating educationally effective practice is ultimately dependent on the professional development of teachers.

Citation

Dawes, L. (1999). First connections: teachers and the National Grid for Learning. Computers & Education, 33(4), 235-252. Elsevier Ltd. Retrieved September 22, 2023 from https://www.learntechlib.org/p/90610/.

Keywords

• Co-operative/collaborative learning
• Computer Assisted Instruction
• computer literacy
• Computer Networks
• Educational Change
• educational technology
• Foreign Countries
• Government Role
• improving classroom teaching
• information technology
• Instructional Innovation
• learning communities
• pedagogical issues
• professional development
• Questionnaires
• teacher attitudes
• teacher education
• Teaching/Learning Strategies
• technology integration