Abstract
This chapter investigates school dynamics with ICT. To what extent computers are a significant tool in the classrooms to achieve a teaching task? Do teachers have an equal access to equipment? What is the influence of organizational factors on teachers’ utilizations of technologies? The chapter presents a study of four French middle schools involved in a national endowment program on digital textbooks. In this context, teachers and pupils have a relatively better access to technology and digital resources than in other French schools. Interviews were conducted in three of our school samples with eight teachers and managers, and a questionnaire was filled by 89 teachers in all the schools considered.
The analysis of dataset collected tends to show that, in these contexts, ICT usage is not a major concern for teachers. Above all, leading pupils to success is the main goal and technologies are not a reliable medium to do so. Uses of technologies by teachers in the classrooms seem to be determined by the quality of infrastructure and equipment reliability. Gender and seniority appear as discriminating factors in the perception of technologies’ availability. Teachers in charge of pedagogical uses of ICT in each school are almost exclusively sought for technical support.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Sesamath (www.sesamath.net) is an association aiming to spread under a free and open-source license documents and educational software for mathematics.
References
Baron, G.-L., & Bruillard, É. (1996). L’informatique et ses usagers dans l’éducation. Paris: Presse Universitaire de France.
Beauné, A., Khaneboubi, M., Tort, F., & Bruillard, É. (2013). Collèges numériques de l’académie de Créteil. Seconde étude. Rapport final.
Bebell, D. & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative. The Journal of Technology, Learning, and Assesment, 9(2).
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MA: Harvard University Press.
Bourdieu, P. (1999). Une révolution conservatrice dans l’édition. Actes de la recherche en sciences sociales, 126(1), 3–28.
Bruillard, É., Blondel, F.-M., Denis, M., Khaneboubi, M., Laghzal, B., Lamoure, J., et al. (2011). Collèges numériques de l’académie de Créteil. Rapport final. Laboratoire STEF - ENS Cachan.
Cavallo, D., Papert, S., & Stager, G. (2004). Climbing to understanding: Lessons from an experimental learning environment for adjudicated youth. In Proceedings of the 6th International Conference on Learning Sciences (pp. 113–120). Santa Monica, CA: International Society of the Learning Sciences.
Dalgaard, P. (2004). Introductory statistics with R. New York, NY: Springer.
Donnat, O. (2009). Les pratiques culturelles des Français à l’ère numérique. Culture études, 5(5), 1–12.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
Dwyer, D. C., Ringstaff, C., Haymore, J., & Sandholtz, P. D. (1994). Apple classrooms of tomorrow. Educational Leadership, 51(7), 4–10.
Erixon, P.-O. (2010). School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. Computers & Education, 54(4), 1212–1221.
Fulton, K., Glenn, A., & Valdez, G. (2003). Three preservice programs preparing tomorrow’s teachers to use technology: A study in partnerships. Naperville, IL: Learning Point Associates.
Fulton, K., Glenn, A. D., & Valdez, G. (2004). Teacher education and technology planning guide. Naperville, IL: North Central Regional Educational Laboratory, Learning Point Associates.
Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305–332.
Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
Jaillet, A. (2004). What is happening with portable computers in schools? Journal of Science Education and Technology, 13(1), 115–128.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11(2), 149–173.
Karsenti, T., & Colin, S. (2011). Une étude sur les apports des ordinateurs portables au primaire et au secondaire. In G.-L. Baron, E. Bruillard, & V. Komis (Eds.), Didapro 4—Dida&STIC. Sciences et technologies de l’information et de la communication (STIC) en milieu éducatif. Analyse de pratiques et enjeux didactiques. Patras, Grèce: Université de Patras.
Khaneboubi, M. (2007). Usages de l’informatique au collège et habitus professionnels des enseignants: exemple de l’opération « un collégien, un ordinateur portable » dans le département des Landes. PhD Thesis, Université Victor Segalen Bordeaux 2.
Khaneboubi, M. (2010). Description de quelques caractéristiques communes aux opérations de dotations massives en ordinateurs portables en France. Rubrique Revue STICEF, 16.
R Development Core Team. (2011). R: A language and environment for statistical computing. Vienna, Austria. http://www.R-project.org
Rinaudo, J.-L., Turban, J.-M., Delalande, P., & Ohana, D. (2008). Des ordinateurs portables, des collégiens, des professeurs, des parents: rapport de recherche sur le dispositif Ordi 35 2005–2007.
Silvernail, D. (2005). Does Maine’s middle school laptop program improve learning? A review of evidence to date. Occasional brief. Portland, ME: Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine.
Warschauer, M., & Ames, M. (2010). Can one laptop per child save the world’s poor? Journal of International Affairs, 64(1), 33–51.
Wikan, G., & Molster, T. (2011). Norwegian secondary school teachers and ICT. European Journal of Teacher Education, 34(2), 209–218.
Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.
Woods, P. (1996). Researching the art of teaching: Ethnography for educational use. London: Routledge.
Zucker, A. A., & Light, D. (2009). Laptop programs for students. Science, 323(5910), 82–85.
Acknowledgement
We would like to thank Pr. Georges-Louis Baron and Pr. Éric Bruillard for the time they spend on rereading this document.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Teacher’s Questionnaire
Appendix: Teacher’s Questionnaire
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Khaneboubi, M., Beauné, A. (2014). ICT Use in Secondary Education: Schooling Necessities and Needs for Human Resources. In: Karagiannidis, C., Politis, P., Karasavvidis, I. (eds) Research on e-Learning and ICT in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6501-0_15
Download citation
DOI: https://doi.org/10.1007/978-1-4614-6501-0_15
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-6500-3
Online ISBN: 978-1-4614-6501-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)