Teacher's perceptions of using ICT (Information and Communications Technology) in the Further Education classroom

Considerable sums of money have been invested through government initiatives and by Further Education colleges themselves with the aim of encouraging teachers to use ICT (Information and Computer Technology) in the classroom. This investment in Information Technology is not entirely supported by empirical research data and there appears to be a lack of critical thinking as to how Information Technology can enhance pedagogical practice. Further, the concerns of teachers in Further Education about implementing ICT have not been voiced in the literature. This study investigated the teachers’ perceptions in using ICT (Information and Computer Technology) in the classroom. The focus of this study was a large Further Education College on the South Coast of England. This dissertation employed a dualist, or mixed-paradigm, approach, although greater emphasis was given towards the qualitative rather than the quantitative methods. The dualist approach facilitated the triangulation of the data. A questionnaire was distributed to a stratified sample and this was followed by semi-structured interviews that aimed to capture the perceptions and lived-experiences of teachers in using ICT in the classroom. The questionnaire was presented online, although a low response rate meant that this approach was abandoned in favour of a paper-based version. The quantitative data was analysis using SPSS version 11 and the qualitative data transcribed and analyzed using QSR NUD*IST version 4. The investigation found that the majority of teachers expressed confidence in using computers, but were not confident enough to use them in the classroom. Feelings of vulnerability and poor understanding as to how the technology can be used in the classroom account for some of this lack in confidence. A lack of time to develop ICT resources, and difficulties with accessing equipment were significant barriers to using ICT in the classroom. The centralizing of resources, attitudes of managers and training needs were other barriers to implementation.