| dc.description.abstract | The main goal of this study is to investigate in which way putting ICT into use (in the form of
a program for producing multimodal texts) was accepted and received in an elementary
school. The main focus is on a single teacher’s experiences and reflections related to this, and
the students’ practical use of the software in his classes.
It is my hope that an investigation of this kind has a value in the necessary process of finding
factors and strategies of importance when the school system faces the task of mastering the
digital challenge better then they have up until now.
Findings are set up against a backdrop of theory related to organizational learning, learning
theory, and knowledge of innovation, motivation plus an aspect of authenticity.
The main teacher in this study was to be a forerunner. He was to inspire, motivate and guide
his colleagues by his use of ICT in his own classes. In the school’s struggle to reach the goals
set for use of ICT, he represented a method on which significant amounts of resources were
spent. This study finds that these resources had little effect.
It also finds that the whole implementation of ICT by this school was shaded with (or
obstructed by) difficulties and challenges related to technology and choice of technological
strategies. It is clear that these difficulties restricted the development of motivation and put
the implementation in a kind of “time out” position. The long time effect of these types of
situations on the individual teacher’s aspiration and motivation (to take ICT into use in his
teachings) are discussed. | en |
