Teachers' use of information technology: observations of primary school classroom practice

Abstract

Published research indicates that teachers have not integrated information technology into their classroom practice and that computer use tends to be peripheral to other curriculum activities. However almost all of this research is based on survey methods involving self‐assessment and self‐reporting by teachers. Very little observational research has taken place and there is a need to corroborate survey research with classroom observations. Observations took place of 11 teachers and 253 pupils in different classes held in three London primary schools. Results generally agree with previous research in that computers are only used for a small percentage of time. Significant differences in use were observed between those classrooms where children were free to choose their own activities and those where activities where teacher directed. These differences may show that computer technology is being used only when it does not require a change of teaching style or classroom organisation. Differences were found between the youngest boys and girls in how much time they spent using computers.

Citation

Chalkley, T.W. and Nicholas, D. (1997), "Teachers' use of information technology: observations of primary school classroom practice", Aslib Proceedings, Vol. 49 No. 4, pp. 97-107. https://doi.org/10.1108/eb051455