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    The changing role of teachers in embedding ICTs into the curriculum: a case study in a Tasmanian school

    13498_Purnell D 2002.pdf (6.416Mb)
    Access Status
    Open access
    Authors
    Purnell, Dianne
    Date
    2002
    Supervisor
    Prof. Darrell Fisher
    Type
    Thesis
    Award
    ScEdD
    
    Metadata
    Show full item record
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/1552
    Collection
    • Curtin Theses
    Abstract

    Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.

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