Secondary school teacher mentors' and student teachers' views on the value of information and communications technology in teaching

Abstract

Competence in using information and communications technology (ICT) in teaching is required for Qualified Teacher Status and considerable attention is given to acquiring skills during initial teacher training and school experience. In the past, in secondary schools (ages 11-18 years), serving and student teachers of the more numeric subjects (sciences, social sciences, technology and maths) generally reported more positive views and use of ICT than their fellows of the less numeric subjects such as humanities and languages. However, there appeared to be considerable variation amongst individuals within subjects. Explanations of individual variation were explained by access to ICT equipment, preparation and opportunities for student teachers to use ICT in school experience, compatibility of views of ICT use amongst teacher mentors and their colleagues and competing demands on student teachers' time and energy. Both general trends and individual cases are considered in this article. Findings suggest that positive views and actual use of ICT in teaching have increased considerably in recent years. A sample of student teachers and teacher mentors were able to describe a range of uses of ICT; they valued ICT highly but generally less than teaching skills such as planning, preparation and class management.