Chasing Dreams and Recognising Realities: Teachers' Responses to ICT
ARTICLE
Jean Underwood, Gayle Dillon
Technology, Pedagogy and Education Volume 20, Number 3, ISSN 1475-939X
Abstract
The teaching profession's response to the inexorable march of new technology into education has been a focus of research for some 30 years. Linked with the impact of ICT on measurable performance outcomes, teacher attitudes to technology and the impact on pedagogic practice have been central to that research, a research that has often seen teachers as a barrier, not a force for change. The current article brings together findings from a decade of studies that have explored the ways in which teaching staff have responded to the growing notion that ICT is a core part of the teaching toolkit. In doing so we question the simplistic stereotyping of Luddite teachers. Drawing on findings from rare, but crucially important, longitudinal projects the article discusses hopes and fears raised by teaching staff when confronted with changes to existing pedagogy, before moving on to explore issues such as the "technology dip", how maturity modelling can inform our understanding of technological change in schools and ways forward for helping teaching staff to embed technology into their teaching. The article concludes with a discussion of why it is important that the educational system meets this challenge from a learner's perspective. (Contains 3 figures, 1 table and 2 notes.)
Citation
Underwood, J. & Dillon, G. (2011). Chasing Dreams and Recognising Realities: Teachers' Responses to ICT. Technology, Pedagogy and Education, 20(3), 317-330. Retrieved February 27, 2021 from https://www.learntechlib.org/p/51255/.

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Keywords
- barriers
- Computer Assisted Instruction
- EDUCATIONAL ENVIRONMENT
- educational policy
- Educational Research
- educational technology
- Elementary Schools
- Foreign Countries
- Influence of Technology
- Integrated Learning Systems
- Longitudinal Studies
- Program Descriptions
- Program Effectiveness
- Research Reports
- Resistance to change
- secondary schools
- teacher attitudes
- Teacher Response
- Teacher Role
- Teaching (Occupation)
- technology integration
- Visual Aids
Cited By
View References & Citations Map-
Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs
Beverlie Dietze & Diane Kashin
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)
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Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance
Beverlie Dietze, Mount Saint Vincent University; Diane Kashin, Seneca College
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)
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