| dc.description.abstract | Since its inception in the 1980s digital technology is considered to be at the heart
of contemporary education in the developed world, supported by national ICT
strategies and exponentially rising levels of public funding. Yet the promised
educational transformation, as measured by learning outcomes, has arguably
failed to materialise, while developing countries continue to emulate unproven
digital educational programmes. A substantial body of empirical research,
conducted by policy makers, business and educators over the past fourty years has
found tangible beneficial evidence consistently elusive.
This qualitative-based study seeks to explain the dichotomy by critically
investigating what is actually happening when digital technology meets education
in UK secondary schools as opposed to what is often envisaged as ‘should’ or
‘might’ be happening. It moves the debate beyond both its learning focus predominance,
and deterministic view of education and technology to one which
addresses the educational phenomenon by reference to the broader context of the
social, political, historical and cultural conditions that influence all educational
practices and which recognises the mutual social-shaping nature of the
relationship.
Consequently, this qualitative study utilises semi-structured interviews in a multilevel
framework to explore how secondary school heads of department; a hitherto
under-researched group, at the organisation’s structural intersection, have
responded to the introduction of ICT from the 1980s to the current day.
This thesis contributes to the advancement of knowledge and understanding by
drawing attention to issues of continuity and change, and structure and agency
within the educational process and by offering insights into why (unforeseen)
developments have occurred, how they have evolved and with what consequences
for the profession and its educational institutions. It concludes by establishing a
link between ICT-induced structural developments and agency constraints,
offering policy makers a means of addressing key detrimental oganisational
procedures in order to improve educational processes. | en_US |
