Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution, and Change
ARTICLE
Sara Hennessy, Kenneth Ruthven, Sue Brindley
Journal of Curriculum Studies Volume 37, Number 2, ISSN 0022-0272
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.
Citation
Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution, and Change. Journal of Curriculum Studies, 37(2), 155-192. Retrieved December 15, 2019 from https://www.learntechlib.org/p/98006/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan
Kosuke Terashima, Osaka Kyoiku University, Japan
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2543–2548
-
Examining the antecedents of ICT adoption in education using an Extended Technology Acceptance Model (TAM)
Viraiyan Teeroovengadum, Nabeel Heeraman & Bhavish Jugurnath, University of Mauritius
International Journal of Education and Development using ICT Vol. 13, No. 3 (Dec 30, 2017)
-
A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
Joyce Koh, National Institute of Education, Nanyang Technological University, Singapore
Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)
-
Examining How Teachers Use Mobile Devices in Their Teaching: A Multiple-Case Study
Min Liu, Cesar Navarrete, Erin Maradiegue & Jennifer Wivagg, The University of Texas at Austin, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 315–325
-
Teachers’ arguments for NOT using laptops in the 1:1 classroom
Martin Tallvid, Berner Lindstrom & Johan Lundin, University of Gothenburg, Sweden
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2669–2676
-
Science Teachers Sharing Artifacts from Practice like Students’ Tablet Productions: The Spreading of Innovative Practices
Birgitte Lund Nielsen, Centre for Science Education, Aarhus University, Denmark
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2026–2030
-
An open education resource supports a diversity of inquiry-based learning
Catherine Schmidt-Jones, University of Illinois Urbana-Champaign
The International Review of Research in Open and Distributed Learning Vol. 13, No. 1 (Jan 17, 2012) pp. 1–16
-
Critical Adoption of Content-Specific Technologies in Pre-Service Teacher Education
Swapna Kumar & Jessica Leeman, University of Florida, Gainesville, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3965–3971
-
The Impact of TPACK on Pre-Service Teacher Confidence in Embedding ICT into the Curriculum Areas
Vilma Galstaun, Shannon Kennedy-Clark & Chun Hu, University of Sydney, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3439–3448
-
Factors Influencing Student Teachers’ Use of ICT in Mathematics Teaching
Gulay Bozkurt & Sue Johnston-Wilder, The University of Warwick, United Kingdom
Global Learn 2011 (Mar 28, 2011) pp. 627–634
-
Making Science Real: Exploring the Integration of a Novel Multimedia Resource
Chris Astall & Lindsey Conner, University of Canterbury, New Zealand
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1310–1315
-
An Survey regarding Intention of the Use of Information and Communication Technology on Course Instruction for Online Teaching Plan Database Development
Satoru Fujitani, Mejiro University, Japan; Hiroshi Hotta, Sonoda Women's University, Japan; Tadashi Inagaki, Tohoku Gakuin University, Japan; Koki Sato, Nagoya University, Japan; Kei Naruse, Kurihara Municipal O-oka Elementary School, Japan; Isoo Iguchi, Jumonji University, Japan; Yoshinobu Sato & Tomoyuki Yamada, Uchidayoko Educational Resources Information Center, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 265–268
-
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
Ronald MacDonald, University of Prince Edward Island, Canada
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 315–348
-
Visions, Strategies, and Developmental Processes of Expert Technology-Using Teachers
Anne Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby & Peggy Ertmer, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3832–3839
-
Diffusion of ICT in teacher education - common targets and visions by four colleges in Sweden
Eva Fors, The Swedish School of Sport and Health Sciences, Sweden; Annika Hössjer & Lena Olsson, Stockholm Institute of Education, Sweden; Christopher Sönnerbrandt, Royal College of Music in Stockholm, Sweden
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2326–2332
-
A Professional Learning Community in Senior High Science: Data Logging and Learner-Centeredness
Ron MacDonald & Angela Larter, University of Prince Edward Island, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1044–1049
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.