An Exploration of ICT and Pedagogic Practice in the Foundation Phase
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The implementation of the Foundation Phase in Wales is now complete; however studies looking at the use ICT at this stage in the primary school are limited. This study explores ICT and pedagogic practice in the Foundation Phase using a mixed method approach. The research was conducted on Foundation Phase teachers in three primary schools in the south Wales area. Seven teachers took part in the study. Qualitative data was derived from recorded semi – structured, one – to – one interviews while quantitative data was collected from a brief questionnaire. A number of research questions were explored, including teacher confidence in ICT use in the Foundation Phase. Particular themes and sub –themes are identified and discussed. The study found that teachers felt that they integrated ICT successfully into the Foundation Phase. They outlined many benefits that ICT can offer education, however stressed that it is important it is used carefully and considerately particularly with younger children. The teachers suggested that over reliance of ICT may prove damaging to children’s basic skills and social development. A balance of new technologies and traditional methods of teaching and learning are necessary to minimise any potential negative impact. The research indicated that ICT’s main purpose of transforming teaching and learning is largely dependent upon the teacher; therefore the value of ICT training and continual professional development should not be underestimated.
BA (Hons) Educational Studies and Psychology
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