Review article 17
Demetriadis,
S.,
et
al.
2003.
“Cultures
in
negotiation”:
Teachers’
acceptance/resistance attitudes considering the infusion of technology into
schools. Computers and Education, 41 (1), 19-37.
In this article, the authors present observations regarding Greek secondary school
teachers’ attitudes towards the introduction of ICT in the curriculum. The study
shows that teachers are interested in using ICT to attain a better professional profile
only to take advantage of any possible learning benefits offered by ICT but always
within the context of the school culture. The authors argue that introducing ICT into
schools is seen as initiating a “negotiation” process where lower level goals may be
altered to preserve what are perceived as goals of higher order. Teachers’ attitude to
adapt ICT mode of use is supported by research evidence that emphasize the
situational character of knowledge and expertise. The authors propose that teachers’
training should be combined with actions that advance school epistemology toward
a multiple context learning perspective. Such an extended action might be the
establishment of extended learning communities that would help brings together
out-of school learning contexts and learning activities.
Keywords: Secondary education; ICT in curriculum; Media in education;
Country-specific development; Improving classroom teaching; Learning
communities.