Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392779
Title: The implementation of information and communications technology for teaching and learning in secondary education in the United Kingdom.
Author: Tearle, Penelope Anne.
ISNI:       0000 0001 2420 1411
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2002
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Abstract:
ICT has impacted on all aspects of society over recent years, and its potential to transform education continues to be widely acclaimed. The high expectation of the role ICT can play in schools places both opportunities and challenges for those involved in its implementation and application for teaching and learning. This study researched the issues surrounding ICT implementation in UK secondary schools from a school based ICT perspective. It considered the matter as a specific case of change management. It adopted a case study approach, identified a school where ICT use was used to support subject teaching in most areas of the curriculum, and researched the way the school had reached this position. It examined the process adopted, identifying features which may have been influential in achieving widespread use of ICT by staff in most subject areas. Similarly the study sought to uncover any particular whole school characteristics which may have been supportive in the process of achieving whole school ICT permeation. The outcomes of the study were then put to a number of ICT active teachers in different secondary schools in the UK, in order to assess their responses to each of the emerging key factors. The findings of the work highlight the importance of recognising ICT implementation as a special case of change management. Whole school characteristics and the school's `track record' proved to be influential as did the leadership and prevailing ethos. The study also makes specific points about some key features of the implementation process, which it is suggested made a significant contribution to its success. Two particularly influential ones were to `start small and grow', and the need to recognise that people and organisations require time to adjust to change; the process must be monitored and moved forward, but cannot be rushed. The researchh ighlightedm anyi ssuesf or further study;o ne of which wast o consider differenti nterpretationso f the meaningo f ICT implementationa, ndt he aspirationsfo r its use. In this study ICT was seen as, and used as, a tool for learning within existing structuresa nd expectationsI.t is unclearw hethert his is simply a necessarys tagei n a processw hich might leadt o establishingd ifferent approachetso teachinga nd learning setw ithin a systemw ith different structuresb, oundariesa nd expectationsF. urther researchis neededin to what is requiredt o openu p this thinking into useo f ICT as a catalyst for social change.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.392779  DOI: Not available
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