Enhancing Teachers' Incorporation of ICT in Classroom Teaching

Abstract

It is recognised worldwide that there is a slow uptake by teachers of Information Communication Technologies in school classrooms. This study focused on determining the effectiveness of a school-based, on-site, and ongoing professional development program conducted in a primary school in Hong Kong. There were training sessions conducted by fellow teachers, and participatory action research groups to share resources and experience in incorporating ICT in teaching. Teachers’ incorporation of computers in teaching was significantly increased in the first year of intervention but showed fluctuation in the second year. A number of explanations were offered by teachers in their interviews for these changes. The paper concludes with an examination of the implications of the study for teaching in primary schools.