Using the power of research to inform ICT integration in education

Anne-Grete Nøhr Elliot (2011) From Preservice Teacher Education to the Primary Classroom: An Investigation into Beginning Teachers’ Experiences with Information and Communication Technology, A thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North New Zealand

The findings suggest the meaningful use of ICT requires beginning teachers to possess a high level of complex knowledge, including pedagogical content knowledge. They also highlight the importance of a supportive school culture, strong leadership and induction systems for beginning teachers’ development. Notably, participants report relatively fragile conceptions of the potential of ICT for learning and lack knowledge of national and school policies in this area. Most of the beginning teachers were unable to make connections between their work as teachers and the broader policy goals for education. Overall the study offers valuable insights into the experiences of a group of beginning teachers over their first year of teaching, which has implications for tutor teachers, principals, teacher educators and policy makers. Through a new line of research, the thesis reveals the complexity of learning to be an ICT-using teacher and the type of factors that contribute to teacher development.

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