Gender, age or teaching experience: Are they issues for primary teachers with ICT?

Abstract

The research uses both qualitative and quantitative methodologies. Data were collected using a questionnaire survey of primary schools in two English local authorities. The qualitative evidence was obtained from a teacher sample using individual semi-structured interviews and also a focus group of local authorities' officers. The evidence trail uses academic papers, HMI, qualifications and curriculum authority, Ofsted and DfES reports. The reports have a generic view of teachers, with no further analysis of gender, age or experience. The analysis of these variables concludes that teacher subject knowledge formed from teaching experience best informs teachers when computers aid teaching and learning.