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Teacher practice and the integration of ICT: Why aren't our secondary school teachers using computers in their classrooms?

This paper describes a study undertaken in four New Zealand secondary schools recommended as being successful in their implementation of ICT. Data obtained during this study regarding the current levels and types of use as well as potential constraints are discussed. Findings from the study support the contention that there is only limited use of computers in classroom practice. They also show that there is a clear need to do more than provide infrastructure and professional development if this level of use is to increase and the current level of expenditure be justified in terms of improving teaching and learning. Finally a theory of action for increasing the use of computers in classroom practice is suggested. The inclusion of information and communication technologies (ICT) into school practice can be broken into four separate categories as shown in Table 1. These categories should not be seen as necessarily sequential for installation is an ongoing process and, given the complexity of altering teacher practice, it is suggested in this paper that it is naive to presume that administrative or professional use will lead automatically to integration and ultimately innovation. Similarly early adopters of technology may move directly to innovation after the initial installation of infrastructure. Table 1 Categories of inclusion of ICT into schools Installation The provision of sufficient infrastructure and staff training