Integrating information and communication technology into curriculum: a case study in Atlantic Canada
LE3 .A278 2011
Master of Education
This study captured and analysed the perspectives, perceptions and lived experiences of educators in integrating Information and Communication Technology (ICT) in the curriculum. A qualitative research approach, which afforded the leverage for open-ended questioning of personnel working to facilitate ICT integration in one school board in Atlantic Canada, was used to obtain the relevant data for this study. In addition, the framework set by local and international policies, standards and guidelines, was used to investigate and analyse issues surrounding technology in practice, bridging the digital divide, professional development, challenges, and the cost of integrating ICT. Data generated from the research reflected the participants‟ role and exposure as leaders in ICT integration, and their perception of the teaching and learning experience of other educators within the School Board with whom they interacted while mentoring, coaching, training and providing supporting services. The findings indicated that there is tremendous support for ICT integration across all school levels amidst challenges of shifting technology ideals, funding, and competing curriculum and school demands. The drive to improve the epistemological experiences in the learning environments of the Board through ICT integration is reported as a continuous balance between wills and the prudence required to optimise resources available. The inclusion of additional research on teachers‟ and students‟ perspectives and perceptions on the teaching learning process with ICT integration can be of value to the body of research.
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