Teachers’ developing ‘practical theories’ of the contribution of information and communication technologies to subject teaching and learning: an analysis of cases from English secondary schools

This paper examines teachers’ ‘practical theories’ concerning the contribution of ICT to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of ten small-scale projects through which participating teacher-researchers aimed to develop a range of pedagogic strategies involving the use of computer-based information and communication technologies (ICT) within their subject areas (Classics, English, Geography, History, Science and Design Technology). Withinand cross-case analyses drew on multiple sources of data and characterised teachers’ initial statements of practical theory in terms of five key themes: broadening classroom resources and reference; enhancing working processes and products; fostering more independent pupil activity; mediating subject thinking and learning; and improving pupil motivation towards lessons. Three cases are presented to illustrate how teachers developed their ideas in action, and issues that prompted teachers across cases to adapt their approaches are discussed.