A qualitative research approach which was used to gather data on teachers’ perspectives on Information Technology in Education (ITEd). Data, drawn from three primary schools in Hong Kong uncovered four major themes. First, the definition of ITEd was inconsistent among schools. Secondly, most teachers were concerned about whether or not students could be motivated to learn by using IT. They viewed knowledge enhancement as the main objective when IT was incorporated into their teaching. Thirdly, ITEd was viewed only as one of the events in the movement for education reform in schools. Successful implementation was mainly determined by the perception of principals and veteran teachers. Fourthly, schools used information technology mainly for school administrative purposes in the early stage of the development of ITEd. This study reveals that insufficient consideration was given to the use of information technology for interactive and communicative learning in our case study schools. Copyright © 2007 James Nicholas Publishers.
|Journal||Information Technology, Education and Society|
|Publication status||Published - 2007|
CitationNgan, M. Y., Li, K. M., & Lee, C. K. J. (2007). Teachers' perspectives on information technology education: Case studies from Hong Kong. Information Technology, Education and Society, 8(1), 25-47.
- Information technology education
- Teacher professional development
- Receptivity to change
- Information technology