In-service primary school teachers’ views on ICT use: A Finnish case study.

Abstract

The aim of this study is to analyze in-service primary school teachers’ views on ICT use. Specifically, researcher’s interest is focused on the role of ICT in teaching and learning, teachers’ ICT practices within classroom, teachers’ ICT professional development and the future use of ICT in education. ICT possesses a significant place in the field of education demonstrating a variety of successful practices implemented in classroom settings. Significantly, the integration of ICT in schools presupposes substantial changes not only in educational practice but also in teachers’ knowledge and attitudes.

The data are based on semi-structured interviews with eight in-service primary school teachers. A content analysis revealed that the role of ICT based on teachers’ views is: 1) enhancing the accessibility of teaching and learning material, 2) enhancing teaching & learning process, 3) raising motivation and 4) introducing new learning practices and skills. Concerning ICT use, teachers share almost the same experiences: Use of ICT on daily basis and integrated in specific subjects to enhance certain learning outcomes. Challenges and difficulties of ICT use are also described. Moreover, teachers refer to ICT professional development highlighting the need for ICT training both of technical and pedagogical knowledge. Four categories have been emerged related to teachers’ ICT professional development: 1) opportunities for teachers’ ICT professional development, 2) factors influencing teachers’ participation in ICT training, 3) content of teachers’ ICT training courses and 4) teachers’ ICT competence and skills. Additionally, teachers indicated a more student-centered approach in future concerning the use of ICT in the field of education. Teachers’ expectations on the future use of ICT are divided into five categories including education, facilities and equipment, teachers, teachers’ training and students.

Recommendations are made in the level of educational planning and development of educational programs. Reforming curricula within ICT context constitutes a substantial change that would promote student-centered learning and teachers’ lifelong learning and professional development.