Information and communication technology learning in the classroom: The influence of students, the class-group, teachers and the home

Year: 2004

Author: Cavanagh, Rob, Reynolds, Peter, Romanoski, Joseph

Type of paper: Refereed paper

A model of classroom information and communication technology (ICT) classroom learning culture inclusive of the influence of the individual student, the class-group, the teacher and the home ICT environment was conceptualised. Data from a survey of 439 primary and secondary students were analysed using Rasch and structural equation modeling techniques. The Rasch analysis results showed students generally expressed confidence in their capacity to use ICT in their learning, but were less certain about the extent to which this learning was supported by teachers and parents. The structural equation modeling analysis showed that attributes of the individual student were more influential those of the class-group and of the teacher for effective ICT learning. The home ICT environment was shown to mediate the influence of individual student ICT learning behaviours on the development of positive attitudes towards the use of ICT at school. The empirical findings of the study are discussed with regard to the expectations of ICT learning as articulated in the local curriculum. This discussion draws attention to particular aspects of ICT learning and ICT curriculum implementation that could be viewed with concern in terms of the traditional roles of teachers and schools in enabling curriculum realisation.