Abstract:
In a world transformed by Information and Communication Technology (ICT), it has become essential that individuals equip themselves with the ICT skills to enable them to function and contribute to today's society. Since 1998 the Department of Education and Science (DES) has invested heavily in developing strategies to integrate ICT in Teaching and Learning in Irish Primary and Secondary Schools. However, despite capital investment of 157 million euro between 1998 and 2004 and announcements of further investment of 150 million Euro to be allocated in ICT in both Primary and Secondary schools over the period 2009-2012, ICT in education appears to be lagging behind other sectors in Irish society. In an effort to understand the factors that prohibit ICT integration within Irish Primary Schools, the researcher conducted a study examining how Primary School Principals can maximise ICT acceptance and usage in eight sample schools in accordance with the DES'ICT for Schools Policy. The study included a review of ICT for Schools Policies for Primary Schools in Ireland, the UK and Australia, existing literature to gain insight into effective ICT integration implementation in schools and Technology Acceptance Models (TAM) to understand the key determinants of computer acceptance and usage. Informed by this body of work the researcher developed a Research Framework which formed the lens through which, the data gathered during the study, was formulated and analysed. The researcher endeavoured to establish the level of acceptance and usage of ICT by teaching staff in the sampled schools, in an effort to establish the current level of implementation of the DES'ICT Policy in the school. The study culminated with a set of recommendations for each sample school on how they can maximise ICT acceptance and usage in their classrooms in accordance with the DES'ICT Policy.
