Abstract:
Evidence from research, policy and practice reveals that information and communication technology (ICT) does improve
teaching and learning. Recent studies have shifted focus to acknowledge teachers’ beliefs and attitudes about ICT as the factor
that determines change in classroom practice. The inclusion of teachers in developing a school-based ICT policy that mirrors
their beliefs and attitudes may pave the way for successful ICT integration. However, there is a death of research that
explicates exactly how to develop policy that is inclusive of all teachers at a school. This study used an interpretivist paradigm
to explore teachers’ beliefs and attitudes about school ICT policy statements. Using an exploratory case study design that was
grounded in Q-methodology provided the ideal setting for the systematic study of subjectivity of policy. Data was garnered
through Q-sorts, interviews and analysed by means Q-methodology factor analysis methods. Findings were threefold: First, Qmethodology
enables policy makers and practitioners to experience both real differences in discourse and consensus of
opinion. Second given the opportunity, teachers have the inherent ability to deconstruct and critically engage with policy
statements according to their own professional beliefs and attitudes. Third, teachers as previously excluded actors may be
included in the policy decision making process and a school-based ICT policy may be formulated to represent a shared vision
of all teachers. And, fourth Q-methodology offers education policy analyst an opportunity to gain insight into the beliefs,
attitudes, opinions and values of different actors in policy analysis studies.
