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

dc.creator	David Morris
dc.date	2010-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:02Z
dc.date.available	2015-07-20T22:10:02Z
dc.identifier	1309-1506
dc.identifier	1309-0348
dc.identifier	https://doaj.org/article/e700d2d97db5417284e030303e5b5b8b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13325
dc.description	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.
dc.language	English
dc.publisher	Academic World Education and Reseach Center
dc.relation	http://www.world-education-center.org/index.php/wjet/article/view/180/pdf_17
dc.relation	https://doaj.org/toc/1309-1506
dc.relation	https://doaj.org/toc/1309-0348
dc.source	World Journal on Educational Technology , Vol 2, Iss 2, Pp 142-155 (2010)
dc.subject	e-confidence/e-maturity
dc.subject	ICT
dc.subject	primary education
dc.subject	secondary education
dc.subject	teacher
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	E-confidence or incompetence: Are teachers ready to teach in the 21st century?
dc.type	article