Using Teacher Professional Identity to Understand Classroom ICT Practices

By Julia Chere-Masopha and Sue Bennett.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Since the entry of information and communications technology (ICT) into schools there has been significant discussion about how teachers can be supported and encouraged to effectively integrate these tools into teaching and learning. Much of the debate arises from the frequent observation in the literature that ICTs have made little impact in classrooms, even in Western and wealthy countries where many schools have high levels of resources and infrastructure. School systems in the developing world face additional challenges such that approaches to integration ‘imported’ from developed countries may not be relevant. This paper begins by describing how ICTs have been adopted by education in developing countries, particularly Africa, and argues for further research into the particular challenges faced by African teachers. The authors propose that the notion of ‘teacher professional identity’ provides an appropriate framework for such research, although it has been little used to examine educational technology. In closing, the authors briefly describe a research agenda currently underway that adopts this approach.

Keywords: Teacher Professional Identity, Educational Technology, Integration Models

The International Journal of Learning, Volume 14, Issue 7, pp.75-82. Article: Print (Spiral Bound). Article: Electronic (PDF File; 618.650KB).

Julia Chere-Masopha

PhD Student, Faculty of Education, University of Wollongong, Wollongong, New South Wales, Australia

Julia Chere-Masopha is a trained teacher of English as a second language. However, with the wave of ICT in education, her interest has shifted to investigating and discussing issues that are related to teachers and technology. She is currently working on a study that investigates how classroom experiences with the integration of educational technology interact with teacher professional identity and the implications of this for ICT integration in the classroom in Lesotho.

Dr. Sue Bennett

Senior Lecturer, Faculty of Education, University of Wollongong, Wollongong, New South Wales, Australia

Sue Bennett is a Senior Lecturer in the University of Wollongong’s Faculty of Education and Deputy Coordinator of the Centre for Research in Interactive Learning Environments. Sue has over 15 years experience as a university teacher and designer of technology-supported learning. Sue's research is concerned with understanding the role of information and communications technologies in education. Her body of work encompasses a wide range of research questions relevant to school and university education. She is also supervising Honours, Masters and PhD students in ICT and education.

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