Integrating Information and Communication Technology in the Classroom:

Bastien Sasseville

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.

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DOI: http://dx.doi.org/10.21432/T23P4B

Copyright (c) 2004 Bastien Sasseville

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This work is licensed under a Creative Commons Attribution 4.0 International License.