ICT, constructivist teaching and 21st century learning

This article reports on a five-year longitudinal study which investigated teachers' use of Information and Communication Technology (ICT) in the classroom. The study, involving five teachers at primary and secondary schools in New South Wales, looked in particular at how ICT was incorporated into the participants' teaching practices over time, and why. The teachers clearly developed their use and understanding of ICT over the five years of the study; however, they did not adopt constructivist styles of practice in their use of ICT, as is often expected of teachers. The teachers largely held to teacher-centred practices, but had nevertheless incorporated ICT into their teaching in ways which reflected knowledge needed for today’s society.