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Technical support for ICT in primary schools. / Angela Davies
Swansea University Author: Angela Davies
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This dissertation questions whether deficiencies in technical support systems impede progress in introducing ICT into primary schools. The context of the study considers this as a possible barrier to the successful implementation of the government's objectives for increased use of ICT in teachi...
|Degree level:||Master of Philosophy|
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This dissertation questions whether deficiencies in technical support systems impede progress in introducing ICT into primary schools. The context of the study considers this as a possible barrier to the successful implementation of the government's objectives for increased use of ICT in teaching and the curriculum, as outlined in their National Grid for Learning consultation paper: Connecting the Learning Society, October 1997. A sample of 37 schools from Swansea, Neath, Port Talbot and Carmarthen completed a questionnaire to establish the extent of technical support cover available and their opinions of it. Case study interviews were conducted in six of these schools one year later, to identify any changes which might have occurred during this time and to investigate certain aspects of technical support in more depth. The study demonstrates that technical support provision is a major concern for primary schools. It investigates the factors that exacerbate and alleviate the problem and examines how current support arrangements perform. Results show that the situation is exaggerated by teachers' lack of confidence with ICT and that the lack of an appropriate time allowance for technical support is a major problem. The work also suggests that the reliance of many schools on older computing equipment is a reason why response times of local support agencies are often inadequate. Though the small number of replies may have compromised the study, evidence shows that primary schools in the sample all use the LEA technical support provider and had not been able to find cost-effective alternative sources of support. Examples of good practice are identified by the study and suggestions for future recommendations are made.
Educational technology.;Education policy.
Faculty of Humanities and Social Sciences