How teachers use computers in instructional practice—Four case studies in a Dutch secondary school

Abstract

Although the Dutch government has been stimulating the use of computers in secondary education since 1984, only 9% of the teachers make use of computers from time to time. The question arises what happens when teachers start using computers in their day-to-day practice. To find an answer to this question four case studies have been carried out. During a 2-yr period (1989–1991) four teachers who started working with computers were carefully followed by a research team of teacher trainers. Classroom observations, interviews and teachers' diaries gave an emerging insight in the factors affecting the extent and the type of use of computers. A descriptive model of interrelated factors at the teachers' level and school level has been developed. The teachers' beliefs on the content of their subject matter and their pedagogical and educational beliefs appeared to be the most influential factors. They did not change their beliefs and attitudes but adapted the use of computers to their existing teaching routines. When the use of computers and software made the teachers deviate too much, they decided not to use them at all. At the school level the accessibility of hardware played an important role as well as the support of the principal.