The effects of attitudes, pedagogical practices and teachers' roles on the incorporation of ICT into the school curriculum

Research conducted at King's College into the attitudes of teachers towards ICT and their motivation for using it in their teaching has shown that these are influenced by their own pedagogics. However when ICT is involved a conflict may arise. This conflict derives from preconceived ideas about what is expected of teachers when using ICT in their lessons, and how this may be alien to their most comfortable pedagogical practices applied in more traditional non-ICT class activities. Attitude theories and empirical evidence lead to an important research question: do the attitudes of the teachers towards ICT, and the types of ICT use, affect the roles they adopt and their pedagogical practices when persuaded to use ICT in the classroom? The paper will present evidence from previous research of the relationship between the types of ICT use, teachers' attitudes to using ICT and the effects on their pedagogical practices.