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dc.contributor.authorWikan, Gerd
dc.contributor.authorMølster, Terje
dc.date.accessioned2012-04-10T17:59:48Z
dc.date.available2012-04-10T17:59:48Z
dc.date.issued2011
dc.identifier.issn0261-9768
dc.identifier.urihttp://hdl.handle.net/11250/134358
dc.description.abstractICT is meant to be integrated in all subjects in Norwegian schools; nevertheless many teachers are reluctant to use ICT in their own teaching. This paper explores to what extent teachers use ICT in their classroom teaching and what teacher-level factors influence the use of ICT. It draws on an analysis of 10 focus-group interviews with 10 teachers and a quantitative study of 59 teachers in three lower secondary schools in Hamar, Norway. The teachers showed commitment to ICT; however, may did not see the educational value, except for increased access to learning material and to stimulate learner motivation. Teachers also expressed lack of ICT confidence even though they have been taking part in ICT courses. A main finding is that to integrate ICT in one's own teaching is a difficult and gradual process and teachers must be given time to find their own way to merge ICT with their own teaching style.no_NO
dc.language.isoengno_NO
dc.subjectallmennpedagogikkno_NO
dc.subjectIKT i undervisningno_NO
dc.titleNorwegian secondary school teachers and ICTno_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Social science: 200::Education: 280no_NO
dc.source.pagenumber209-218no_NO
dc.source.volume34
dc.source.journalEuropean Journal of Teacher Education
dc.source.issue2


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