Background

The teacher is a crucial factor in the process of using information and communication technology (ICT) in the classroom (Ertmer, 1999). Teachers have to see the advantages of ICT in order to be motivated to implement it in their teaching practice (Zhao & Cziko, 2001). In addition, teachers’ pedagogical perspectives and their views on how ICT can contribute to the learning environment play an important role in their actual use of ICT in the classroom (Higgins & Moseley, 2001; Hokanson & Hooper, 2001; Mumtaz, 2000; Niederhauser & Stoddart, 2001). ICT may fit into a spectrum of instructional approaches, varying from traditional to innovative (Stoddart & Niederhauser, 1993). Two main types of teaching styles can be distinguished: a traditional teacher-centred style aiming at transfer of knowledge, and a more student-centred and innovative style aimed at construction of knowledge by students. The use of ICT applications of a skill-based nature fits into traditional approaches to teaching and learning, whereas the use of open-ended applications fits into a constructivist approach (Niederhauser & Stoddart, 2001; Smeets, 2005). Proponents of a constructivist and pupil centred approach of teaching and learning often stress the potential of ICT to support that approach. ICT may function as a facilitator of active learning and higher-order thinking (Jonassen, 1999). However, others have stressed that clear guidance by the teacher or by the learning materials is necessary in order to yield the desired learning processes, especially when students are not yet able to control their own learning processes (Kirschner, Sweller, & Clark, 2006). 

Many studies have shown that traditional ways of using ICT, mainly of a skills-based nature, are favoured by many teachers (Niederhauser & Stoddart, 2001; Smeets, 2005; Tondeur, Van Braak, & Valcke, 2007). ICT is largely being used in ways that support existing teaching practices (Hayes, 2007). In addition to the teachers’ views, other preconditions are of significant importance with respect to fostering the use of ICT, e.g. school policy, teachers’ skills and the availability of support (Becta, 2004; Mumtaz, 2000; Tondeur, Van Keer, Van Braak, & Valcke, 2008).

Research questions

In the present study, the following research questions are addressed:

•   To what extent is ICT used by teachers in primary schools to support transmission of knowledge and to what extent is it used to support construction of knowledge by pupils?

•   To what extent would teachers prefer to shift their teaching styles and use of ICT in the near future?

•   To what extent is ICT used for transmission and construction of knowledge according to the primary school leaders and what shift in the use of ICT do school leaders prefer?

•   What are relevant background characteristics and preconditions at the teacher level and the school level with respect to teaching styles and characteristics of the use of ICT?

•   Has there been a shift in the past three years in teaching styles and characteristics of the use of ICT in primary schools?

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