Despite a number of past and present  long- and short-term national and international policy initiatives that aimed to foster in teachers a willingness to integrate information and communications technology (ICT) into classroom practice, research has determined that many teachers remain reluctant ICT adopters. If future use of ICT is to realise its aim of supporting teaching and enhancing learning it is important that teachers are able to participate in appropriate, targeted professional development that enables them to use ICT effectively. Various theoretical frameworks have been proposed to support such a process, however much research in the past has  been dominated by two research strands, documenting and describing ICT uptake at micro, meso and macro levels and recording and evaluating the impact of the adoption of specific applications and technologies. Whilst provision of ICT resources and evaluation of their impact is important, it is  argued that now is the time to determine what sorts of guidance would best enable teachers to use ICT effectively to enhance learning so that future generations may reap the potential benefits of ICT-supported teaching.

. A review of literature supported the development of four research questions:

1. To what extent does this cohort of newly qualified primary teachers use ICT to support teaching and learning in the classroom during the first two years of their teaching career?
2. What sorts of ICT resources do these teachers report using?
3. Which factors do they report as having an impact on classroom practice?
4. What are the future implications of these findings with regard to CPD provision?

Condie, R., Munro, R., Muir, D. & Collins, R. (2005) The Impact of ICT Initiatives in Scottich Schools Phase 3, Edinburgh: QiE?SEE. Online. Available http://www.scotland.gov.uk/Publications2005/09/14111116/11170. Condie, R. & Munro, R. (2007). The Impact of ICT in Schools: a landscape review, Covenrty, Becta. Online. Available: webarchive.nationalarchives.gov.uk/.../publications.becta.org.uk/ Ertmer, P., Addison, P., Lane, M., Ross, E. & Woods, D. (1999a). Examining teachers' beliefs about the role of technology on the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-71. Ertmer, P. (1999b). Addressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Ertmer, P. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. Ertmer, P. (2010). Teacher technology change: how knowledge, culture, beliefs and culture intersect, Journal of Research on Technology in Education, 42(3), 255-264. Hermans, R., Tondeur, J., van Braak, J. & Valcke, M. (2008). The impact of primary school teachers' educational beliefs on the classroom use of computers, Computers and Education, 51, 1499-1509. Kozma, R. (2005). National policies that connect ICT-based education reform to economic and social development, Human Technology 1(2), 1795-6889. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge, Teachers College Record, 108(6), 1017-1054. Munro, R.K. (2010).Setting a new course for research on information technology in education. In A. McDougall, Murnane, J., Jones, Anthony, J. and Reynolds, N. (Eds.), Researching IT in Education (pp. 46-53). Abingdon Oxon.: Routledge. Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Tondeur, J., van Braak, J., Sang, G., Voogt, J, Fisser, P. & Ottenbreit-Leftwich, A. (2012). Preapering preservice teachers to integrate technoogy in education: a synthesis of qualitative research, Computers and Education, 59, 134-144.