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Title: Developing an ICT teaching workforce for the FE sector : rhetoric or reality?
Author: Shamsudoha, Mohammed
ISNI:       0000 0004 2735 7907
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2012
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As the global economy expands and the world becomes a more competitive marketplace, ICT is considered a key driver of economic success. Successive UK governments have promoted the need to develop a highly skilled ICT literate workforce. The previous government, New Labour, considered education to have a major role in developing skilled workers, competent in using ICT. As pioneers of technology in education, New Labour invested heavily in providing an ICT infrastructure and created policy agencies to develop ICT resources to support Further Education teachers to use ICT in the teaching and learning environments. This thesis considers how successful national policies were in impacting on the integration of ICT at a local level in enabling and expecting non-ICT Further Education teachers to integrate technology into classroom practices. The thesis is a case study of three different Further Education colleges in the south London area in the Schools of Business Studies. It makes comparisons and seeks to understand if the situation in one college is unique or part of a larger problem. The study has been carried out over two academic years (2007-2009) and uses a combination of qualitative methods such as semi-structured interviews, telephone interviews, questionnaire and documentary evidence. This study identified a gap between New Labour's vision of integrating ICT in teaching and learning and the reality of what is happening in Further Education. The study captures the views of non-ICT teachers and gave them a 'voice' to identify the factors that prevented them from using ICT. The findings show that the majority of non-ICT teachers clearly appreciated the potential of ICT to motivate and engage learners but were constrained by a number of institutional and personal factors. These factors included inadequate training, lack of technical, pedagogical and financial support, poor software resources, systems breakdown, heavy administrative and teaching workloads impacting on time to learn and gain confidence in using ICT. The study also highlighted the importance of situated learning and identified each college's position of restrictive or expansive environments. Finally, the study provides some sound recommendations to support non-ICT teachers in integrating ICT in their teaching and learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available