Abstract
The discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education. The research explores this phenomenon through a comparative discourse analysis of primary and secondary school teachers and promoters of ICT integration. The results show that promoters tend to view ICT as a way of transforming education whereas teachers see it only as a means to an end. The former's vision is borrowed from a prospective current of thought, a vision of social changes based on technological advances; the latter's considers only the needs of the students and the practical ways to respond to them. The research shows that teachers are not opposed to ICT integration; they're interested in effective ways to implement learning. The organizational context into which ICT is integrated is also a major impediment when it comes to changing the teacher's practice.
Highlights
The discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education
If there is resistance to computerization in education and if there are so many problems associated with it, what is our motivation for doing it? What is at the core of the present discourse about Information and Communication Technology (ICT) integration in education? What ideas and images are at its base? We decided to study the problem of ICT integration in the classroom not as a technical problem but as an ideological phenomenon
"ICT is the new pencil of our society." (File 43, p.22)3 ICT brings about changes in the way that we deal with information, it changes the way we think and how we view our world
Summary
The discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education The research explores this phenomenon through a comparative discourse analysis of primary and secondary school teachers and promoters of ICT integration. Garnham (2000) suggested that ICT is not neutral but supported by an ideological complex that borrows ideas to present currents of thought as diverse as the globalization of the economy, the new information society, the end of national policy and the advent of world government This ideology is fuelled by popular beliefs and representations about the impact of technological change in our society and by various images about the future, popularized in the media. Are there different discourses confronting their respective ideas and visions about the role and use of technology in education?
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