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Technical support for ICT in primary schools. / Angela Davies

Swansea University Author: Angela Davies

Abstract

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...

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Published: 2004
Institution: Swansea University
Degree level: Master of Philosophy
Degree name: M.Phil
URI: https://cronfa.swan.ac.uk/Record/cronfa42318
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first_indexed 2018-08-02T18:54:25Z
last_indexed 2019-10-21T16:47:36Z
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spelling 2018-08-16T14:39:02.9105634 v2 42318 2018-08-02 Technical support for ICT in primary schools. 09b4e957b52fb001cf1f54f8752b17da NULL Angela Davies Angela Davies true true 2018-08-02 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. E-Thesis Educational technology.;Education policy. 31 12 2004 2004-12-31 COLLEGE NANME Economics COLLEGE CODE Swansea University Master of Philosophy M.Phil 2018-08-16T14:39:02.9105634 2018-08-02T16:24:28.8229868 Faculty of Humanities and Social Sciences School of Management - Economics Angela Davies NULL 1 0042318-02082018162445.pdf 10798026.pdf 2018-08-02T16:24:45.0330000 Output 4347697 application/pdf E-Thesis true 2018-08-02T16:24:45.0330000 false
title Technical support for ICT in primary schools.
spellingShingle Technical support for ICT in primary schools.
Angela Davies
title_short Technical support for ICT in primary schools.
title_full Technical support for ICT in primary schools.
title_fullStr Technical support for ICT in primary schools.
title_full_unstemmed Technical support for ICT in primary schools.
title_sort Technical support for ICT in primary schools.
author_id_str_mv 09b4e957b52fb001cf1f54f8752b17da
author_id_fullname_str_mv 09b4e957b52fb001cf1f54f8752b17da_***_Angela Davies
author Angela Davies
author2 Angela Davies
format E-Thesis
publishDate 2004
institution Swansea University
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Economics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Economics
document_store_str 1
active_str 0
description 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.
published_date 2004-12-31T03:52:44Z
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score 11.012678

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