ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Jamieson-Proctor, Romina M. and Burnett, Paul C. and Finger, Glenn and Watson, Glenice (2006) ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools. Australasian Journal of Educational Technology, 22 (4). pp. 511-530. ISSN 1449-3098


Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is
neither value neutral nor universally understood. The literature indicates the complexity of rationales and terminology that underwrite various initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration; and significant issues relating to teacher professional development and lCT competencies (Jamieson-Proctor, Watson,
& Finger, 2003). This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. Results from 929 teachers across all year levels and from 38 Queensland state schools indicate that female teachers (73% of the full time teachers in Queensland state
schools in 2005) are significantly less confident than their male counterparts in using lCT with students for teaching and learning, and there is evidence of significant resistance to using ICT to align curriculum with new times and new technOlogies. This result supports the hypothesis that current initiatives with lCT are having uneven and less than the desired results system wide. These results require further urgent investigation in order to address the
factors that currently constrain the use of lCT for teaching and learning.

Statistics for USQ ePrint 19965
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Copyright 2006 Australian Council for Educational Research. Copyright in individual articles contained in Australasian Journal of Educational Technology is vested in each of the authors in respect of his or her contributions. Copyright in AJET is vested in ASET (1985-86), AJET Publications (1987-1996), and ASCILITE and ASET (from 1997). No part of AJET may be reprinted or reproduced without permission from the publishers, except that authors (or an author's employer at the time of publication) may make multiple copies of their own articles (subject to identifying each copy as an article which was published originally in AJET).
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 21 Dec 2011 00:09
Last Modified: 13 Nov 2014 23:11
Uncontrolled Keywords: gender differences; government schools; ICT in education; impact studies; teacher competencies; teachers; teaching effectiveness
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/19965

Actions (login required)

View Item Archive Repository Staff Only