Integrating Information and communications technology in professional practice: an analysis of teachers' needs based on a survey of primary and secondary teachers in scottish schools

Abstract

Given current initiatives in the United Kingdom to encourage more effective use of information and communications technology (ICT) in teaching and learning, it is timely to examine teachers' ICT needs. A recent survey of Scottish primary and secondary teachers revealed relatively low levels of integration of ICT within professional practice. The study went on to examine the challenges as perceived by these teachers and their needs in terms of the development of ICT skills and knowledge. Three interrelated categories of needs are identified: access to ICT, training, and ongoing support. Access is not simply related to numbers of computers but also to effective management of ICT resources. Teachers' priorities for training still tend to fall into the category of technical skills although many of their concerns indicate a need for skills and knowledge relating to the application of ICT within a professional context. Improvements in access to ICT and training are only likely to be successful if the need for ongoing support is met. This appears to be the most complex area of needs, encompassing technical support, evaluation of resources, and organisational culture. Implications for future development are examined and the need for a more integrated approach to development at all levels is identified.