Dr. Michael Hammond is working with a research team from the Institute of Education. The Transitions project is a Becta funded research project investigating the reasons why some trainee teachers become very good users of ICT and whether they continue to do so in their first schools.

The research takes place within a qualitative tradition, in this case exploring the perspectives of trainee teachers, triangulated against observation and documentary data. A group of 40 trainee teachers in primary and secondary subject areas, including maths, English and science, has been identified as making very good use of ICT to teach their subject. Identification was made through visits to schools and reporting within the normal process of support for trainee teachers. Very good use of ICT is defined in relation to range of use; frequency of use; and contribution to subject teaching. These teachers have been observed using ICT in their placement school and interviewed using a semi structured schedule.

We have identified several factors as influential in a trainee’s use of ICT: mentor; modelling at university; peers; other teachers; access to ICT in class; existing schemes of work and curriculum in a wide context. Recurring themes are the importance of other teachers using ICT in school and access to machines. They do not appear to be experts in computing, rather they are able to learn what they need to know relatively quickly and appear to be active learners and enjoy learning by doing, and do seem comfortable about taking risks in trying new things in teaching. Some here draw attention to wider use of technology in their lives and some drew inferences about age and ICT use from this. They generally see using ICT in teaching easy, and surprisingly perhaps, see it as labour saving given the time taken to prepare to use new tools in school.

The same teachers will be tracked into the first term of teaching and observed and interviewed again. Data will be aggregated and coded around themes enabling descriptive and analytical reporting.

Through this project we will be able to provide a framework for understanding very good use of ICT and provide guidelines for tutors and mentors when supporting trainee teachers and NQTs in using ICT. The project will be helpful in informing policy making within Initial Teacher Education. Of particular value is that the project will throw light on teachers’ own responsibility to develop their use of ICT teaching and the kinds of attitudes and behaviours which best enable them to do this.