Abstract:
Utilising Loughran’s notion of the complexity of teaching, this study set out to
explore how teachers used information and communication technology (ICT) in
their classroom practices. The study is grounded in qualitative research methods.
Data capture included a mix of semi-structured interviews, observations and
document analysis. Data was analysed using content analysis methods. Findings
were fourfold. First, small pockets of innovative teachers changed their pedagogy.
Second, teachers’ beliefs suggest (mis)understandings about their ICT induced
teaching, which they perceived as changed pedagogy, but actually only their
mode of curriculum delivery changed. Third, most teachers seemed to reposition
their practice using technology to facilitate the demands of a scripted curriculum,
thus merely changing their teaching practice. Fourth, teachers’ apprenticeship
of observation is further perpetuated through pre-service training that does not
promote pedagogical experiential change.
