…policy and practice in the use of technology have been “distorted.” In particular, the use of ICT has been unquestioned, policy has focused on adoption rather than pedagogy, and beliefs about ICT are characterised by determinism, for example, a belief that children will find the use of computers inherently interesting or introducing ICT will necessarily lead to curriculum reform (p. 194).
3 ICT in school – notes from a research perspective
3.1 Reason 1: Critique of the research conducted in the field
…structural characteristics can also influence cultural characteristics. If, for instance, more innovativeness in schools is desirable but the infrastructure doesn’t allow teachers to use new technologies, this will act as a barrier. This calls for research about the causal nature of the relationships discussed (p. 232).
3.2 Reason 2: The challenged teacher
…mandating the use of technology by teachers is not the best way to integrate technology in teaching and learning. A better approach is to prepare teachers, to improve their competencies in ways that teachers can appreciate the value of technology and how it can help their students learn (p. 372).
3.3 Reason 3: The question of teachers’ professional development
Researchers often imagine that the best way to bridge that gap is to translate basic research on learning into interventions that are feasible for teachers to implement, effective for a wide range of students, and accessible to any student who might benefit from them (p. 182).