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

Article

Jamieson-Proctor, Romina M., Burnett, Paul C., 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.
Article Title

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

ERA Journal ID20265
Article CategoryArticle
AuthorsJamieson-Proctor, Romina M. (Author), Burnett, Paul C. (Author), Finger, Glenn (Author) and Watson, Glenice (Author)
Journal TitleAustralasian Journal of Educational Technology
Journal Citation22 (4), pp. 511-530
Number of Pages20
Year2006
PublisherAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Place of PublicationCanberra, Australia
ISSN1449-5554
Web Address (URL)http://search.informit.com.au/fullText;dn=155605;res=AEIPT
Abstract

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.

Keywordsgender differences; government schools; ICT in education; impact studies; teacher competencies; teachers; teaching effectiveness
ANZSRC Field of Research 2020390405. Educational technology and computing
390307. Teacher education and professional development of educators
520102. Educational psychology
Public Notes

© 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).

Byline AffiliationsGriffith University
Charles Sturt University
Institution of OriginUniversity of Southern Queensland
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