Are teachers technophobes? Investigating professional competency in the use of ICT to support teaching and learning

Recent research would appear to indicate that a diverse landscape exists in primary and secondary schools, both in terms of teachers’ ICT skills and the implementation of pedagogy and practice. Despite this diversity, Britain is still contended to be one of the world leaders in the use of technology in education with at least £10 billion having been invested since 1999 (Becta, 2008a) and, although government funding is set to continue, the percentage of schools considered to be e-mature remains relatively low. Following a review of the literature, this small-scale study, which was commissioned by The British Educational and Technology Association [Becta], seeks to answer the question: What is the extent and nature of the ICT skills and competencies of the teaching workforce?