Using practical inquiry to support Self-directed Learning : A case study on ICT competence development program for elementary school teachers in a Swedish Municipality

Information and communication technology has for long been integrated into learning and teachers utilize all forms of digital technology for communication as well as to simplify learning. To adapt, teachers need to personally or through informal learning process, learn about new technologies and how to utilize them to improve learning. To personally educate themselves, the teachers need to dedicate time and resources to identify ICT competence areas where is needed and sort for resources to solve it. This thesis investigates the process of self-directed learning with a group of teachers in a planned competence development program within a local municipality’s educational department, on the use of digital technology to integrate into classrooms. With action research that integrates instructional learning from the organizations perspective and inquiry learning from teacher’s perspective, self-directed learning process was tested as a simple and structured process for self/collaborative learning, for participants. The result was a series of events that summarized why teachers could not follow the learning process, with a conclusion that in order for teachers to be self-directed in learning new ICT, the organizational need to allocate time not only for instructional learning, but also for inquiry learning