Abstract
Despite substantial resource provision and a number of national and regional strategies, the impact of IT in education is still relatively small. There is an apparent resistance by teachers to the use of IT within the normal pedagogy of the classroom. The confusion of purpose about the role of IT in schools is part of the problem. But more significantly teachers’ reluctance is fueled by a complex intertwining of the technocentric focus associated with IT, real barriers to change and professional unease. The key to change, for both developed and developing countries, lies in addressing the concerns of teachers rather than imposing change upon them.
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Watson, D.M. (1998). Blame the technocentric artefact! What research tells us about problems inhibiting teacher use of IT. In: Marshall, G., Ruohonen, M. (eds) Capacity Building for IT in Education in Developing Countries. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35195-7_20
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DOI: https://doi.org/10.1007/978-0-387-35195-7_20
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