This paper discusses findings from a recent longitudinal study that examined how 35 beginning teachers used information and communications technologies (ICT) in the first 3 years of their teaching. The research, set in Western Australia, adopted a mixed method approach to help understand the role that ICT played in the evolving pedagogical identities of the teachers involved. The study found that beginning teachers articulated pedagogical beliefs that aimed to engage their students in active meaning making. It also found that these teachers were competent in the use of a basic suite of ICT software. However, pedagogical beliefs that resonated with contemporary learning theory and demonstrated ICT competence did not result in practices that synergized technological and pedagogical knowledge. It is proposed that embedded systemic processes, beyond the control of teachers and schools, have a role in creating this state of affairs. This paper draws upon the experiences of three beginning teachers, from early childhood, primary and secondary education, exploring how large class sizes can often be antagonistic to the creative use of ICT.


Published in Full, ICT, Information and communications technologies, ICT integration, ICT transformation


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