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 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 resonate with contemporary learning theory and demonstrated ICT competence did not necessarily guarantee practices that synergize technological and pedagogical knowledge. The relationships between teachers’ beliefs and their technological and pedagogical knowledge are discussed within the context of three different school settings.

Bate, F. G. (2010). The role of ICT in the pedagogical transformation of primary teachers: Dream, aspiration, reality. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2301-2306). Chesapeake, VA: AACE.


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


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