Browse by author
Lookup NU author(s): Steven Higgins, David Moseley
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Constructs about teaching and learning were elicited from teachers of Reception (4-5-year-olds), Year 2 (6-7-year-olds) and Year 4 (8-9-year-olds). Self-ratings on 70 constructs relating to Information and Communications Technology (ICT) and learning were compared with pupil outcome data, questionnaire information about classroom practice and teachers' self-reported level of ICT skill. Internally consistent patterns of thinking emerged for the group of 75 teachers. Clear differences emerged by year group taught in the way these patterns predicted pupil progress. Teachers' attitudes towards ICT and ways of using it were significantly linked with pupil outcomes in literacy and numeracy. Similarly, there were links between the way teachers reported that they used computers and the relative pupil progress data from the Performance Indicators in Primary Schools project (PIPS) based at Durham University. The research developed from an investigation into teachers' thinking undertaken as part of a project funded by the Teacher Training Agency (Moseley et al, 1999) into effective pedagogy in literacy and numeracy in primary schools. The research team believe that it is important to take into account teachers’ beliefs and practice in supporting change. Issues for the training and support of teachers using ICT in their teaching are discussed.
Author(s): Higgins S; Moseley D
Publication type: Article
Publication status: Published
Journal: Teacher Development: An international journal of teachers' professional development
Year: 2001
Volume: 5
Issue: 2
Pages: 191-210
ISSN (print): 1366-4530
ISSN (electronic): 1747-5120
Publisher: Routledge
URL: http://dx.doi.org/10.1080/13664530100200138
DOI: 10.1080/13664530100200138
Altmetrics provided by Altmetric
