LEARNING TO CHANGE: FACTORS THAT FACILITATE OR HAMPER THE USE OF ICT IN SCHOOL FROM THE TEACHERS’ PERSPECTIVE

Tamar Levin, Department of Curriculum & Instruction, School of Education, Tel Aviv University; Rivka Wadmany, Kiboutzim College & Teachers College of Technology, Israel

This paper reports on an exploratory, longitudinal study, which examined six teachers’ views on the factors that facilitate or hamper their use of technology in rich technology classrooms in grades 4 to 6. The findings point to two developmental patterns in teachers’ views on the factors affecting technology use in the classroom: the first is concerned with the source of influence on technology adoption, and focuses mainly on the human factor; the second is concerned with the nature of the influence when using technology in the classroom, ranging from technical to cognitive transformation. The three case studies reveal the complexity of the relations between teachers’ views concerning the supporters and inhibitors of technology use, and the changes that occur in teachers’ views and practices.