| Students can access current information and tools, which purportedly enable them to be active agents in their learning, through information and communication technology (ICT) (Bigum & Kenway, 1998; Bonwell & Eison, 1991; Granger, Morbey, Lotherington, Owston, & Wideman, 2002). Despite financial assistance to equip schools with ICT, effective integration has been difficult. Ertmer (1999) highlighted barriers teachers face: time, access, self-efficacy, support, and varying pedagogical beliefs and approaches on how best to implement ICT. Yet, some teachers are implementing ICT regularly in classroom teaching and learning.;The qualitative case studies document the background, assumptions, and practices of four beginning teachers (one being the author), all considered by administrators to be "successful" in using ICT. This research study provides an understanding of the conditions predicted to support these teachers' efforts to integrate ICT into their secondary science classroom. (Abstract shortened by UMI.);Roger's (1995) model of diffusion innovation characterized individuals according to the timing of a decision to adopt an innovation like ICT. In this research study the teachers integrated ICT at an early stage in their teaching career. |
