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ACT to Improve IcT Use for Learning: A synthesis of studies of teacher confidence in using ICT in two Queensland schooling systems

A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006). This paper investigates the overarching research question - Are ICT initiatives having the desired impact on teaching and learning in schools? It provides a synthesis of the results of recent investigations by us in Queensland State and Catholic schools involving 2652 teachers from 168 schools across the two systems. Significant statistical findings that link teachers
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ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners