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This article was downloaded by: [Deakin University Library] On: 28 September 2013, At: 13:02 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK European Journal of Teacher Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cete20 Norwegian secondary school teachers and ICT Gerd Wikan a & Terje Molster a a Teacher Education, Hedmark University College, Hamar, Norway Published online: 25 Mar 2011. To cite this article: Gerd Wikan & Terje Molster (2011) Norwegian secondary school teachers and ICT, European Journal of Teacher Education, 34:2, 209-218, DOI: 10.1080/02619768.2010.543671 To link to this article: http://dx.doi.org/10.1080/02619768.2010.543671 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions

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This article was downloaded by: [Deakin University Library]On: 28 September 2013, At: 13:02Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

European Journal of Teacher EducationPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/cete20

Norwegian secondary school teachersand ICTGerd Wikan a & Terje Molster aa Teacher Education, Hedmark University College, Hamar, NorwayPublished online: 25 Mar 2011.

To cite this article: Gerd Wikan & Terje Molster (2011) Norwegian secondary school teachers andICT, European Journal of Teacher Education, 34:2, 209-218, DOI: 10.1080/02619768.2010.543671

To link to this article: http://dx.doi.org/10.1080/02619768.2010.543671

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the“Content”) contained in the publications on our platform. However, Taylor & Francis,our agents, and our licensors make no representations or warranties whatsoever as tothe accuracy, completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor & Francis. The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information. Taylor and Francis shall not be liable for any losses, actions, claims,proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Anysubstantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

European Journal of Teacher EducationVol. 34, No. 2, May 2011, 209–218

ISSN 0261-9768 print/ISSN 1469-5928 online© 2011 Association for Teacher Education in EuropeDOI: 10.1080/02619768.2010.543671http://www.informaworld.com

Norwegian secondary school teachers and ICT

Gerd Wikan* and Terje Molster

Teacher Education, Hedmark University College, Hamar, NorwayTaylor and FrancisCETE_A_543671.sgm10.1080/02619768.2010.543671European Journal of Teacher Education0261-9768 (print)/1469-5928 (online)Article2011Taylor & Francis342000000May [email protected]

ICT is meant to be integrated in all subjects in Norwegian schools; neverthelessmany teachers are reluctant to use ICT in their own teaching. This paper exploresto what extent teachers use ICT in their classroom teaching and what teacher-levelfactors influence the use of ICT. It draws on an analysis of 10 focus-groupinterviews with 10 teachers and a quantitative study of 59 teachers in three lowersecondary schools in Hamar, Norway. The teachers showed commitment to ICT;however, may did not see the educational value, except for increased access tolearning material and to stimulate learner motivation. Teachers also expressed lackof ICT confidence even though they have been taking part in ICT courses. A mainfinding is that to integrate ICT in one’s own teaching is a difficult and gradualprocess and teachers must be given time to find their own way to merge ICT withtheir own teaching style.

Keywords: ICT; secondary school teachers; professional development; Norway

Introduction

During the past decade efforts to integrate information and communication technology(ICT) into most aspects of school practice have received a good deal of attention inthe educational systems in Norway and many other countries. The underlying motivesfor the focus on ICT applications in schools are twofold. It is widely accepted that compe-tence in handling ICT is an important asset and requirement for citizens in modern soci-eties. It is also believed that ICT in schools will enhance subject learning. As specifiedin a Norwegian government White Paper (Ministry of Education 2004), digital literacyand competence are part of the school curriculum and are to be used as learning artefactsin all subjects. All school children are to be ICT competent in school, and ICT is givena position as the fifth basic in the new National Curriculum. It is thus vital for teachersto use ICT in all subjects (Ministry of Education 2004).

However, as research has shown, many teachers are reluctant to use ICT in theirteaching (Erstad 2004; Haugsbakk 2010; Twinner et al. 2010). A common andfrequently used explanation is that the process is too ‘technology driven’ and resem-bles a ‘solution seeks problem’ process (Hakkarinen et al. 2001). This approach to theimplementation of ICT in education is paralleled to experience from traditionalsystems development during the past decades. Failure to involve and understand theusers is believed to be a major explanation for the many unsuccessful ICT projects inthe past. As pointed out by Hakkarinen et al. (2001), the ICT revolution is a major chal-lenge for teachers’ professional development. They must gain technical skills; theymust learn how to instruct learners, and they have to acquire pedagogical experience.In short, many teachers need to change their classroom practice in order to use ICTand fulfil the aims of the national curriculum.

*Corresponding author. Email: [email protected]

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210 G. Wikan and T. Molster

Acknowledging the crucial role of teachers, a number of research projects haverecently studied how teachers look at and implement ICT in their classroom practiceand how that varies with teaching styles, with personal characteristics and with ICTtraining (Becker 2001; Hennessy, Ruthven, and Brindley 2005; Jimoyiannis andKomis 2007; Ruthven, Hennessy, and Deaney 2005). There is evidence that indicatesthat teachers with a learner-centred and constructivist teaching style might find ICTmore useful in stimulating learning than teacher-centred teachers (Barak 2006;Watson 2001; Webb and Cox 2004; Windschilt and Sahl 2002). In addition, in orderfor new pedagogical practice with ICT to become sustainable in a school, support ofthe whole pedagogical community and school leaders seems to be needed. It is not atask for an individual teacher (Demetriadis et al. 2003; Hakkarainen et al. 2001;Wikan et al. 2010).

How often a teacher uses ICT also varies with personal factors (Deaney, Ruthven,and Hennessy 2006; Demetriadis et al. 2003; Drent and Meelissen 2008). Generallyspeaking, women use ICT less than men, older teachers less than younger, and thosewho have attended ICT training more than those who have not (Jamieson-Proctor et al.2006; Jimoyiannis and Komis 2007). However, the programmes offered to teachers toupgrade their ICT skills are usually of little effect in changing practice (Kennedy1998).They fail because they do not take into consideration what motivates teachers tochange their teaching style. According to Guskey (2002) teachers will first change theirpractice when they have experienced that what they have learned will increase thelearning outcome for their learners. Many teachers do not see that ICT enhanced thelearning outcome and they focus more on the problems they experience, like technicalproblems which ‘steal’ time from teaching. However, according to Passey (2006), thisis because most teachers only use ICT as a typewriter or a search machine. One cannotexpect long-term improved learning outcomes if ICT is not planned to stimulate theinternal learning process. Evidence points to the fact that attainment in subjectsdepends on how well the teacher is able to identify suitable affordances and planningfor pupils learning with ICT, as well as providing appropriate support during lessons.In addition, teachers need time to get a much deeper understanding of ICT resourcesand materials available, also over the Internet, in order to become confident in how touse ICT in their teaching (Haydn and Barton 2008; Webb and Cox 2004; Watson 1993;Wikan et al. 2010).

Thus, a number of factors, some individual and some structural, correspond withthe use of ICT in the classroom (BECTA 2003; Drent and Meelissen 2008). A distinc-tion may be made between exogenous factors and endogenous factors at both theschool and the teacher level (Granger et al. 2002; Goos et al. 2003). Of the exogenousteacher-level factors which influence the implementation of ICT in education are age,gender and experience with computers for educational purposes. Endogenous teacher-level factors are learner-oriented education philosophy, a positive attitude to ICT ingeneral and towards ICT in education and subject. Exogenous school factors are parentand community support and expectations from school authorities. Endogenous schoollevel factors are goals of the school, expectations of school leadership, accessibility ofcomputers and support, etc.

In the present article we will focus on teacher-level factors at three lower second-ary schools. We will describe to what extent ICT is being used by the teachers andhow they are using ICT in their teaching. We will discuss how factors such as thesubject being taught, teaching experience, gender and age influence the use of ICT in

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teaching. In particular we will look at how ICT confidence and experience influencethe use of ICT in the classroom.

Methodology

The analysis is based on both quantitative and qualitative data. The qualitative dataare from a group of teachers who were given ICT training as part of their professionaldevelopment over a two-year period. In order to compare if these teachers’ use of ICTas well as their views on the usefulness of ICT as a learning tool differed from otherteachers in the municipality we conducted a quantitative survey covering all secondaryschool teachers.

Qualitative data were gathered from a selected group of 10 teachers who took partin a project aimed at developing their ICT skills. In 2007 Hedmark University College,Norway, and the municipal educational authorities embarked on a participatoryresearch and development project with the main aim of increasing the use of ICT. Theproject was designed as a partnership project involving Hedmark University College,a local secondary school and the municipal educational authorities. Using ICT forsupporting subject teaching and learning as well as enhancing pupils’ ICT competencewas given extra priority by the participating school. The project design was developedtogether with the teachers involved and the headmaster at the school. In addition themunicipal educational authorities were part of the planning and reference group. Theteachers agreed to try out and reflect on the use of ICT in subject learning and in partic-ular to try out MS Photo Story 3. A project group including team leaders at the schooland two researchers planned the whole procedure. The Microsoft Photo Story 3 soft-ware was introduced to the teachers at the start of the project, encouraging them toapply this as a presentation tool. Ms Photo Story 3 is presentation software whichenables the learners to present their work as short movies with pictures, music andrecorded text. Before the school year started, training programmes were conductedwith the teachers, involving digital storytelling as a particular genre and general soft-ware training. At the initial stages of the project the majority of the teachers startedout with very enthusiastic attitudes towards the idea of ICT-supported learning butgradually they became more reluctant to the whole project and at one stage almostnegative. Many factors may explain these phenomena, but gradually it became appar-ent that the main problem was rooted in the lack of ICT competence among the teach-ers. This initiated a series of elementary upgrading courses offering training in basicICT skills such as Windows office, file handling and Internet ethics, in order to boostboth teachers’ competence and confidence, which are considered as vital factors forthe successful integration of ICT in their daily practice and planning.

The first phase of the empirical data gathering, starting in autumn 2007, involvedconducting individual interviews with all the teachers involved. Later in the term,focus-group meetings were used monthly in order to observe the teachers’ attitudesand discuss their experience with using ICT. The focus-group meetings lasted approx-imately 1.5 hours, and with a few exceptions all the teachers attended the meetingsand communicated their experiences. Typically, the teachers came up with differentexamples related to their own subjects and elaborated on what impact ICT might haveon teaching and learning. Between September 2007 and June 2009 two researchersconducted 20 individual teacher interviews and 10 focus-group interviews. In addi-tion, all members of the teacher teams and three members of the administration and

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teaching staff involved were encouraged to produce reflection notes, elaborating onparticular experiences and their personal views. The data were analysed by sorting theanswers and observations’ into categories representing main themes that appeared ona regular basis. Some of the themes were later discussed with teachers and learnersduring interviews, and teachers were asked to consider them in their reflection notes.Recurring themes were the learning outcome of ICT, when and how teachers usedICT, how they evaluated learners’ attitude to school work when they used ICT, andtheir evaluations of how well the learners collaborated. The steps of analyses followedthe principles in grounded theory; we developed analytical interpretations of the dataand used these for further data collection in order to refine the theoretical analyses(Denzin and Lincoln 2003).

The quantitative survey was conducted at all three secondary schools in the munic-ipality of Hamar. The survey was carried out during June 2009. Fifty-nine teachersfilled in a questionnaire. This is 65% of the total number of teachers in those schools.The data were analysed using the Statistical Package for the Social Science (SPSS)and tested for representativeness. In the questionnaire we gathered information aboutage, subject of teaching, sex, attendance at ICT courses, and if and for what purposesthey used ICT. We also asked them about their views on ICT and learning outcome.Fifty-eight per cent were women and 42% men, 39% were between 25- to 35-years-old, 27% were between 35–45 and 34% more than 45. This resembles the universe,which means that our sample is representative.

At all three schools the teachers have access to computers both in computer labo-ratories and in the classrooms. There are also a number of interactive whiteboards attwo of the schools. All teachers are provided with a laptop by the school and 97% ofthe teachers have computers at home. Sixty-six per cent have undergone ICT trainingof and 61% have attended shorter courses in the pedagogical use of ICT. Most class-rooms have wireless Internet access. A technical support system at the municipal levelis also set up in order to minimise technical problems.

Results

The use of ICT in teaching

Almost all teachers (93%) use ICT in their teaching. However, how often they use ICTvaries a great deal: 60% use ICT less than once a month, whereas 22% use ICT daily.

One reason why most teaches seldom use ICT might be because they do not believethat it will enhance the learning outcome for the learners. This is in accordance withthe findings of, for instance, Guskey (2002). Only 27% of the teachers think ICT mightenhance subject learning. So one may then ask why a majority of the teachers still useICT every now and then when they do not think it will improve the learning outcomefor the learners. One reason might be because it is mandatory according to the nationalcurriculum. Another reason is that many teachers see other positive effects. Forinstance, that ICT makes learners’ presentations better and when learners are allowedto use ICT it makes them work harder because they are more motivated. These are find-ings both from the quantitative survey and the qualitative data (Table 1). The followingstatement sums up what many teachers have observed:

We have many pupils who never read books, but read computer pages. Some pupils havenever delivered a presentation before but now they have made a Photo Story presentation.

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In English I can see that the pupils are more motivated and work harder… they learn alot when they use the Internet… I have seen that pupils who do not like to write nowhave managed to do their homework, and the bright pupils become even better. (Femaleteacher, 48-years-old)

ICT might also help to stimulate learner-centred activity and collaboration, whichare important aims in the Norwegian education system. However, it is the opportunitythat Internet access gives for getting better and more updated learning material whichseems to be the most important factor why teachers use ICT. One problem is aimlesssearching on the Internet (Table 1). From the qualitative data we learn that manyteachers say that they must guide the learners to the right Internet sources in order tomake the search efficient. There is a strong temptation for most learners to search forother pages on the Internet than those relevant to school work. In addition, many ofthe resources on Internet are not designed for the right educational level, and are oftentoo complicated for school children. The digital ‘style’ which the pupils have adoptedfrom their private use of the net makes it difficult for them to accept the more subject-focused and systematic search style which the teacher demands. The teacher mustcontrol the search process by giving URL addresses to the learners and control thework process. This is however a time-consuming process for the teacher. A typicalstatement that sums up the teachers’ attitude is the following:

The teacher must be the one who plans and decides how, where and when the pupilsare to use the Internet. It is not the pupils who should be responsible for findingknowledge and learning resources on the Internet; it must be the teacher. It is meaning-less for instance that a project period starts out with an Internet search. (Male teacher,40-years-old)

We asked the teachers how they used ICT in their own teaching. Most teachers useICT applications to prepare their own lessons, typically by using a learning platform(56%) and getting information on the Internet (42%). Fifty-two per cent ask learnersto use the Internet for information search during school hours and for homework.More seldom they ask learners to actively use the school’s LMS and even moreseldom to present their homework on a digital platform (Table 2). This is the same asother research has found. ICT seems to be used very little in order to stimulate higher-level thinking and reasoning and for allowing learners to construct their own

Table 1. How ICT influences learning (%).

Agree Disagree Neither

ICT makes learners work harder 39 10 51ICT improves learners presentations/assignments 59 7 34ICT increases motivation 76 0 24ICT enhances subject learning 2 15 58ICT disturbs in pupils’ concentration 15 34 51ICT supports independent learning 31 19 50ICT supports collaboration 19 19 62ICT helps learners to find new information 70 4 26Learners waste time searching on Internet 52 19 29

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knowledge and present and share their work with the whole class (Dons and Bakken2003; Passey 2006).

Teacher-level factors and ICT

Exogenous factors such as gender and age are found to influence attitudes towards useof ICT according to previous research (Deaney, Ruthven, and Hennessy 2006;Jamieson-Proctor et al. 2006). Our data partly support this; however, because of thesmall number of respondents in the survey, we cannot draw firm conclusions. Menseem to more often regard ICT as a useful tool in their teaching than women. Fortyper cent of male teachers say they use ICT very often in their work, compared withonly 9% of the females. More male teachers think that the learners will learn morewhen they use ICT. They think ICT stimulates collaboration and independence andimproves presentations. Female teachers believe more than male teachers that ICTmotivates the learners to work harder with schoolwork (Table 3). The findings in thequantitative data are supported by our observations and conversations with the teach-ers in the qualitative dataset:

I think the pupils found it great fun to work with Photo Story… It wasn’t a problem atall to motivate them to work. They did not find the software difficult to use and thisshows how good they are on the computer… the problem is us – the teachers. We areless ICT-competent and more critical about using ICT… My pupils were very enthusi-astic, and even the weaker pupils worked hard and focused if they got some help withfinding good sources on the net… by using ICT systems, the interest and motivation formy subject has increased. (Male teacher, 42-years-old)

The age of the teacher seems to have a bearing on their use of and views on ICTas a learning tool. We see that it is the teachers in the age group 35–45 who use ICT

Table 3. Gender and use of ICT.

Female Male

Learn more 56 64Motivates 82 68Stimulate collaboration 12 28

Table 2. What are teachers using ICT for? (%).

Often Seldom Never

Teachers use Internet for preparation 42 54 4Ask learners to use Internet 57 41 2Upload learning material on LMS 56 39 5Ask learners to submit on LMS 15 78 7Give tests on LMS 2 82 15Show Internet pages in classroom 22 73 5Use PowerPoint 13 80 7Ask learners to make digital stories/movies 0 30 70Ask learners to present/submit digital 5 81 14

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European Journal of Teacher Education 215

most frequently in their teaching. Fifty per cent say they use ICT often. The corre-sponding figure for the age group under 34 is 13%, and for those above 45 10%. It isinteresting to note that it is the more experienced teachers and not the youngest thatuse ICT most frequently. This age group believe more strongly than others that ICTwill help learners to learn more (Table 4).

The subject matter is seen as an endogenous factor which is found to influencehow teachers use and view ICT (Ruthven et al. 2005). Due to the size of the quantita-tive material it is not possible to draw firm conclusions. Nevertheless, findings fromthe quantitative and qualitative data go in the same direction and show that the subjectof teaching is one factor which may have some influence on the use of ICT (Table 5).Generally speaking, it seems that science teachers and social science teachers readilysee the potential of ICT in enhancing learning. They often find it easy to use ICT toenhance learning. The science teachers particularly find simulation models useful dueto the possibility to try and fail using ICT, more than for instance they would havedone in a laboratory. Social science teachers value the options that Internet accessgives them to use varied and up-to-date information in their teaching. Many mathe-matics teachers feel obliged to use ICT but find it difficult to see how they can use thisto support learning. A typical statement from a male maths teacher which indicatesthat he finds ICT only partly useful is the following quote:

I can say that ICT used in maths lessons might increase my own and the learners’motivation. ‘Excel’ is especially useful. But it is very important not to overuse thisprogram. Variation is important in all teaching. For instance, if a teacher uses Power-Point in every lesson, that will not be good. Then ICT will hamper learning outcome.(Male teacher, 55-years-old)

It is a bit surprising that our teachers of Norwegian language all use ICT. Otherstudies find that teachers of the mother tongue are normally the most reluctant to inte-grate ICT in their teaching (John 2005). This is often explained by citing their culturewhich is opposed to the technological culture of efficiency, productivity and pace(Deany et al. 2006; Erstad 2004).

From our qualitative study we saw that ICT confidence and ICT competence areboth necessary factors in order for the teacher to be willing to explore the possibilitiesof ICT for improved teaching and learning (Wikan et al. 2010). Confidence andcompetence were developed by the 10 teachers, which was one of the aims of the two-year training programme where they were supported by the researchers in trying ICTin their teaching. Traditional short-term ICT courses do not seem to have the sameeffects as this long-term ICT training. The 10 teachers who were given ICT trainingand support in the classroom when they needed it over a two-year period are muchmore positive towards the use of ICT and indeed do use ICT more often the otherteachers in the sample (Table 6). Our hypothesis is that they have changed their

Table 4. Age and use of ICT.

25–34 35–45 45+

Learn more 61 75 45Motivates 78 69 80Stimulate collaboration 9 6 40

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teaching practices because they have been given time to experience that ICT canincrease the learning outcome in many subjects if planned properly (Wikan et al.2010). They also use ICT in a more learner-centred way and often ask pupils to useICT for producing presentations and submitting homework. They have found that thisis motivating for many learners, especially for some of the less school-motivated ones.A typical statement is the following:

We have many pupils who never read books, but read on computer pages… Some pupilshave never delivered a presentation before but now they have made a Photo Storypresentation. In English I can see that the pupils are more motivated and workharder…they learn a lot when they use the Internet… I have seen that pupils who do notlike to write now have managed to do their homework and the bright pupils become evenbetter. (Female teacher, 38-years-old)

These findings are in accordance with other findings that a significant change inteachers’ teaching style occurs after they have gained experience that the new stylewill improve the learning outcome for their students (Fullan and Mieles 1992; Guskey2002).

Conclusion

The present study has shown that teachers in the secondary schools in Hamar do useICT but few use ICT very often. However, most are still unsure whether ICT will haveany positive effect on the learning outcome for their students. Most teachers use ICTfor more indirect reasons such as to access learning material, stimulate motivation,

Table 6. Attitudes and experience (%).

Extra trained teachers The others

Uses ICT often when teaching 63 16ICT makes learners work harder 75 30Often ask learners to use Internet 72 55Often ask learners to submit/publish on Internet 38 8Ask learners to create digital stories 38 4Ask learners to use digital presentations 75 42Ask learners to make digital animations 50 22Cannot imagine teaching without ICT available 50 12ICT helps subject learning 62 22

Table 5. Subject of teaching and use of ICT (%).

Use ICT Never use ICT

2.language 88 12Mathematics 89 11Norwegian 100 0Science 100 0Social science 100 0

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improve presentations etc. They also feel the pressure from school leaders, municipalauthorities as well as the national educational authorities to use ICT in their work. ICTis a basic skill and is to be used in all subjects according to the national curriculum,yet only 22% of the teachers use ICT often in their teaching.

Most of the teachers have undergone some sort of short-term ICT training, yetmany do not feel confident about using the technology. Many say that they do not feelcompetent and do not know how to use ICT in order to improve and support a lesson.We have shown that females and the less-experienced and oldest teachers are thoseusing ICT least. The subject of teaching might also be a factor influencing the use ofICT. The teachers who have learned to use ICT as part of a long-term professionaldevelopment are those who say that ICT might enhance the learning outcome for theirstudents. They therefore use ICT most often and often ask their students to use ICTfor homework and presentations. ICT training must be part of professional develop-ment and the teachers must be given time to see if ICT will improve the learningoutcome for their students. That is the most important factor for all teachers. One musttherefore recognise that change is a gradual and difficult process for teachers, and theymust be given time to experience that ICT enhances the learning outcome for theirstudents.

Notes on contributors

Gerd Wikan is an associate professor in human geography and has worked in ICT and teachereducation lately. She is also doing research on education and development in Africa.

Terje Molster is an associate professor in computer science. His field of interest is multimodaltext production and learning.

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