Teachers' thinking about information and communications technology and learning: beliefs and outcomes

Abstract

Constructs about teaching and learning were elicited from teachers of Reception (4-5-year-olds), Year 2 (6-7-year-olds) and Year 4 (8-9-year-olds). Self-ratings on 70 constructs relating to Information and Communications Technology (ICT) and learning were compared with pupil outcome data, questionnaire information about classroom practice and teachers' self-reported level of ICT skill. Internally consistent patterns of thinking emerged for the group of 75 teachers. Clear differences emerged by year group taught in the way these patterns predicted pupil progress. Teachers' attitudes towards ICT and ways of using it were significantly linked with pupil outcomes in literacy and numeracy. Similarly, there were links between the way teachers reported that they used computers and the relative pupil progress data from the Performance Indicators in Primary Schools project (PIPS) based at Durham University. The research developed from an investigation into teachers' thinking undertaken as part of a project funded by the Teacher Training Agency (Moseley et al, 1999) into effective pedagogy in literacy and numeracy in primary schools. The research team believe that it is important to take into account teachers’ beliefs and practice in supporting change. Issues for the training and support of teachers using ICT in their teaching are discussed.