Abstract
The aim of this research was to understand and develop theory concerning how teachers in a pioneer ‘School of the Future’ in Singapore deal with information and communication technology (ICT) integration, utilising grounded theory methods, within the interpretivist paradigm. Findings revealed that teachers tended not to make radical changes to their teaching methods when responding to the challenges of integration. Instead, they went through a selective process of deliberative adaptation which involved the major categories of acknowledging, adapting, appraising and keeping pace. The study also centred on the main factors that shape teachers’ perspectives and experiences, as well as influence ICT integration. Three conceptual propositions were highlighted. These relate to how the categories and processes of ‘deliberative adaptation’ can be understood within the context of everyday classroom practices, as well as teachers’ encounters with the dominating forces of society. The theory developed offers insights into how teachers go about their work in an ICT- enabled classroom.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.