Why teachers don't exploit ICT in schools: an insight into the problem of beginning teacher induction

Anne Elliot and Mark Brown
Massey University
Palmerston North, New Zealand


A large body of literature exists on different models for integrating information and communication technology (ICT) within the pre-service period of teacher education. Many studies describe efforts by teacher educators to prepare pre-service teachers to use ICT during the practicum, as well as for their own personal learning and professional use. However, scant attention has been paid to the school context in which beginning teachers will continue their professional learning in ICT as they work towards attaining full teacher status. This paper presents a snapshot of two beginning teachers' experiences in very different school contexts. It shows that when the schools' goals for ICT use are clearly articulated, support and resources are available to attain these goals, and there is timely access to mentoring, beginning teachers are more likely to grow professionally, regardless of their pre-service preparation. The paper raises a number of questions about the nature of pre-service education and the need for continuing professional development in the use of ICT in schools.