Reading Blog Four - ICT With Beginning Teachers

A bridge too far? Explaining beginning techers' use of ICT in Australian schools

Frank Bate



Empty Computers

We are still a long way from satisfactory ICT integration in our WA schools. Most teachers view ICT as an important contributor to their classroom yet many of them are still reluctant to use it. The article A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools by Frank Bate explores this epidemic. Frank Bate explores in depth a study conducted on 35 beginning teachers over a three year period. The study focused on how these new teachers used ICT in their initial years of teaching.

As a beginning teacher I do see the enormous potential ICT can have in a classroom. However, I sometimes wonder if my own beliefs will translate into to the regular use of ICT in the classroom. In other words do teachers really put theory into practise? The article did provide me with some questionable answers. Firstly, it was interesting to watch how each teacher’s pedagogy and perceptions of ICT changed and how much they varied between participants. Secondly, at the conclusion of the study it was evident that a beginning teacher’s beliefs do not necessarily translate to the application of technology. Furthermore, all of the participants highly valued ICT, but did not integrate it into their lessons. This is an incredible result which I find puzzling.


Technology is not as easy to implement in the classroom as others many think. ICT is complex and requires hard work to reach efficiency. As ICT is not an exclusive subject it generally acts as an assistant in the other learning areas. But why are our teachers confused and even scared by the thought of ICT? The article helps to highlight why many avoidance strategies are currently used by teachers when it comes to ICT. Many teachers believe using ICT is risky and may pose a threat to their lesson.  In so they avoid it at all costs. Avoidance strategies reflect on an individual, whole school and wider community opinions. For instance, if they value ICT then it will be incorporated into classrooms. The belief which teachers hold about teaching, learning and ICT will also determine the way technology will be used or not used. A teacher’s negative experience can also contribute to a low use of ICT such as minimal ICT competence, prior technical problems or even failure. The type of ICT environment that is presented will influence ICT use. For example, if there is a lack of computers in a classroom, technology will be difficult to access. The school environment such as class size and age of students will also contribute.

A result of these avoidance strategies if ICT is used at all it is generally used for administration, preparation and motivation purposes. Many teachers therefore resort to using ICT as a rewarding tool, extension device for students, an optional extra or to benefit themselves. For example, the article points out that when ICT is used it is very teacher centred rather than student centred. Teachers may also lack ICT knowledge and as a result technology is then not used to its full potential. For instance, the basics may only be used (Microsoft word, Google). Countless teachers also view ICT as an optional extra; something else they have to do in their already busy schedule. On the other hand, many avoidance strategies are used as a result of increased stress due to the pressure they have to incorporate technology into their teaching. Our teachers need to plan for ICT because it will not just happen. As well as this, I believe regular ICT Professional learning is a must.

There are mass amounts of software available to support all curriculum areas and it is shocking that it may all go to waste. Our teachers need to begin taking full advantage of the opportunities ICT has to offer.

Link to Article

Reference:

Bate, F. (2009). A bridge too far? Explaining beginning teachers' use of ICT in Australian schools

Extra Information:

• http://129.96.12.107/confpapers/CRPITV23Jones.pdf