Common needs and different agendas: how trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK

Terry Anthony Haydn (Lead Author), Roy Barton

Research output: Contribution to journalArticle

65 Citations (Scopus)

Abstract

The paper explored the views of teacher trainees and their mentors in two different school subjects to explore which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching. The sample was two successive cohorts of secondary science and history trainees and their supervising school mentors. Data was obtained from trainees in the form of questionnaires at various points in their training, focus group interviews and telephone interviews with trainees during their first year of teaching. The overarching message from trainees in this study was the importance of school-based ICT role-models, the significance of impact moments' that manifestly had a positive impact on the quality of teaching, and a clear preference for using ICT within ordinary' classrooms. The article has undergone peer review by two anonymous referees. This is a dual-authored paper with a 50% contribution from each researcher.
Original languageEnglish
Pages (from-to)1018–1036
JournalComputers and Education
Volume49
Issue number4
DOIs
Publication statusPublished - Dec 2007

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