Barriers to integrating ICT into the UK primary school curriculum: a case study approach
The research question which guided this exploratory case study is, in essence, looking at causes in non-implementation of change, specifically consideration of how confidence and emotions have been factors not taken into account when considering Continued Professional Development programmes and the...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2011
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| Online Access: | https://eprints.nottingham.ac.uk/11688/ |
| _version_ | 1848791335228669952 |
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| author | Gray, Timothy |
| author_facet | Gray, Timothy |
| author_sort | Gray, Timothy |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The research question which guided this exploratory case study is, in essence, looking at causes in non-implementation of change, specifically consideration of how confidence and emotions have been factors not taken into account when considering Continued Professional Development programmes and the implementation of the ICT initiative.
The research was carried out as a three-case case study. There was no intent in this study to determine causal effects. Rather, it was more to consider the role of factors such as confidence, what part it plays and how this could impact on Continued Professional Development (CPD) which would lead to effective classroom practice.
In considering such an approach, the questions of what constitutes change and confidence and how it is manifested in the classroom situation will be considered using a 3D mathematical metaphor to help demonstrate change.
The data gathering was accomplished through a number of different instruments: a survey questionnaire based around the questionnaire used by the IMPACT project (slightly modified to take account of the different project) (Harrison, et al, 1998). The specific information obtained from the instrument included specific computer uses, computer experience and training background; Pre- and Post-classroom observation interviews; a free response narrative; and to aid in communicating their thoughts on their current attitude and usage of ICT and to further help gain an insight as to the affect of emotion on ICT diffusion, each participant was also asked to complete a mind map task (Buzan and Buzan, 2003) based around the main subject of “Computers and Me”.
The case study suggests that effective CPD for an ICT initiative is best approached through a bespoke programme taking into account teachers’ individual emotional needs, backgrounds and experiences. |
| first_indexed | 2025-11-14T18:26:52Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-11688 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:26:52Z |
| publishDate | 2011 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-116882025-02-28T11:15:00Z https://eprints.nottingham.ac.uk/11688/ Barriers to integrating ICT into the UK primary school curriculum: a case study approach Gray, Timothy The research question which guided this exploratory case study is, in essence, looking at causes in non-implementation of change, specifically consideration of how confidence and emotions have been factors not taken into account when considering Continued Professional Development programmes and the implementation of the ICT initiative. The research was carried out as a three-case case study. There was no intent in this study to determine causal effects. Rather, it was more to consider the role of factors such as confidence, what part it plays and how this could impact on Continued Professional Development (CPD) which would lead to effective classroom practice. In considering such an approach, the questions of what constitutes change and confidence and how it is manifested in the classroom situation will be considered using a 3D mathematical metaphor to help demonstrate change. The data gathering was accomplished through a number of different instruments: a survey questionnaire based around the questionnaire used by the IMPACT project (slightly modified to take account of the different project) (Harrison, et al, 1998). The specific information obtained from the instrument included specific computer uses, computer experience and training background; Pre- and Post-classroom observation interviews; a free response narrative; and to aid in communicating their thoughts on their current attitude and usage of ICT and to further help gain an insight as to the affect of emotion on ICT diffusion, each participant was also asked to complete a mind map task (Buzan and Buzan, 2003) based around the main subject of “Computers and Me”. The case study suggests that effective CPD for an ICT initiative is best approached through a bespoke programme taking into account teachers’ individual emotional needs, backgrounds and experiences. 2011-07 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/11688/1/THESIS_COMBINED_JULY_2011.pdf Gray, Timothy (2011) Barriers to integrating ICT into the UK primary school curriculum: a case study approach. EdD thesis, University of Nottingham. |
| spellingShingle | Gray, Timothy Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title | Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title_full | Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title_fullStr | Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title_full_unstemmed | Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title_short | Barriers to integrating ICT into the UK primary school curriculum: a case study approach |
| title_sort | barriers to integrating ict into the uk primary school curriculum: a case study approach |
| url | https://eprints.nottingham.ac.uk/11688/ |