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E-confidence or incompetence: Are teachers ready to teach in the 21st century?

Journal Name:

  • World Journal on Educational Technology

Publication Year:

  • 2010

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Despite high levels of government funding over the last decade, recent research would appear to indicate that a diverse landscape still exists in primary and secondary schools in terms of teachers’ ICT skills, use of resources, and implementation of pedagogy and practice in UK schools. Following the recent change of British government in May 2010, however, there have been significant cuts in funding for ICT in education despite evidence which suggests that the percentage of schools considered to be e-mature is relatively low. This small-scale study, which was commissioned by Becta from September 2008 to March 2009, sought to answer the question: What is the extent and nature of the ICT skills and competencies of the teaching workforce? The aim of this research, when it was commissioned, was, primarily, in order to inform the government at the time as to the on going implementation of the Harnessing Technology Strategy. The main purpose of the research was to gain a better understanding of the CPD needs of teachers so that mechanisms could be put in to place to bring about a step-change in order to further evolve the ICT skills and competencies of the UK teaching workforce. The findings which emerge here would not only support the view that teachers’ skills and competencies are diverse, but would also indicate that the continuing professional development needs of teachers could benefit by reconfiguring the learning community to facilitate an environment in which pupils are teachers and teachers become learners.
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  • 2
142-155
  • English

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