Authors: Graham Morley
Addresses: School of Education and Professional Development, University of Huddersfield, Lockside, Queensgate, Huddersfield HD1 3DH, UK
Abstract: The research uses both qualitative and quantitative methodologies. Data were collected using a questionnaire survey of primary schools in two English local authorities. The qualitative evidence was obtained from a teacher sample using individual semi-structured interviews and also a focus group of local authorities| officers. The evidence trail uses academic papers, HMI, qualifications and curriculum authority, Ofsted and DfES reports. The reports have a generic view of teachers, with no further analysis of gender, age or experience. The analysis of these variables concludes that teacher subject knowledge formed from teaching experience best informs teachers when computers aid teaching and learning.
Keywords: basic skills; curriculum; learning opportunities; leadership; time; primary education; teacher confidence; teacher education; teacher information; subject knowledge; teaching experience; gender; age; teacher training; computer aided learning; computer aided teaching; ICT use; information technology; educational technology; England.
International Journal of Information and Operations Management Education, 2010 Vol.3 No.4, pp.349 - 355
Published online: 13 Aug 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article