ICT integration in education is a complex phenomenon and it is not easy to fully understand this innovation on the basis of quantitative studies that often focus on the impact of individual and technology-related factors, such as teachers’ attitudes toward computers (e.g., Albirini, 2006) and their computer experience (Bovée, Voogt, & Meelissen, 2007). Recently some researchers have argued for a more holistic approach to encompass the dynamic connectedness of personal, pedagogical and organisational factors of influence on successful ICT integration (e.g., Goodison, 2003). In this respect, the purpose of this symposium is to look at what is actually going on in primary classrooms and to collect more in-depth information on how and why ICT integration is taking place. Therefore, the aim of the different studies included in this symposium is to examine the “black box” in the field of ICT integration and its interrelated aspects.

This symposium includes four studies, all with a strong focus on qualtitative methods. The first two studies investigated the role of teacher characteristics. In both studies, critical incidents in teachers’ lives were found to be influential with regard to the level of ICT use in their classroom. The Tondeur, Kershaw, Vanderlinde and van Braak study investigated the progress of six primary school teachers in Flanders (Dutch speaking part of Belgium), in terms of those factors which contributed to their good practices in an ICT integrated curriculum. Kershaw’s paper describes teachers’ learning and experiential journeys which have influenced their pedagogy and degree of “expertness” in the integration of ICT in primary schools in Australia. The third paper by Vanderlinde, Dexter and van Braak centres on the importance of a school-based ICT policy plan. In this part of the symposium school characteristics are linked to ICT integration. A fourth contribution by Irion highlights professional web browsing by teachers to facilitate their innovative computer use.

            The contributors to the symposium will be invited to focus on the theoretical and practical implications of their research findings. The different approaches used to get insight the black box in the field of ICT-integration will be a starting point for the ensuing discussion. Discussant of this symposium is Doreen Prasse (Humboldt-University).

References

Albirini, A. (2006). Teachers’ attitudes towards information and communication technologies:   the case of Syrian EFL teachers. Computers & Education, 47, 373-398.

Bovée, C., Voogt, J., & Meelissen, M. (2007). Computer attitudes of primary and secondarystudents in South Africa. Computers in Human Behavior, 23, 1762-1776.

Goodison, T. (2003). Integrating ICT in the classroom: a case study of two contrasting lessons. British Journal of Educational Technology, 34(5), 549–566.