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Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom

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Abstract

During the last decade, several one laptop per student-initiatives (1:1) have emerged as a solution to the recurrent disappointments with the pace of transformation of teaching methods in schools. However, an increasing number of research studies indicates, that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This article explores teachers’ reluctance towards the pedagogical use of personal laptops in secondary schools. A case study approach is used in a follow-up study of a 3-year 1:1-implementation initiative, investigating a period of in-service training for teachers in a secondary school. The teachers’ arguments for not using the laptops for teaching are of particular interest. Five different, but overlapping, patterns in the explanations for their reluctance have been discovered: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. The teachers’ arguments exposed technical, pedagogical, and content concerns. This qualitative study of teachers’ reluctance, as studied in situ, adds nuance and additional perspectives to previously presented explanations.

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  1. Department of Applied IT, University of Gothenburg, Gothenburg, Sweden

    Martin Tallvid

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Tallvid, M. Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Educ Inf Technol 21, 503–519 (2016). https://doi.org/10.1007/s10639-014-9335-7

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