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Exploring Teachers' Beliefs and Attitudes About Information and Communications Technology Policy Text

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


Utilizing an exploratory case study grounded in Q-methodology, this paper set out to explore the beliefs and attitudes that teachers hold about ICT policy text. Data comprised of Q-sorts and interviews and was analysed by means Q-methodology factor analysis methods. Findings were fourfold: First, teachers have the inherent ability to deconstruct and critically engage with policy statements according to their own professional beliefs and attitudes. Second, school-based ICT policy may be formulated to represent a shared vision of all teachers. Third, Q-methodology offers education policy analysts an opportunity to gain insight into the beliefs, attitudes and values of teachers in policy analysis studies. And fourth, an inclusive approach to policy formulation may influence how schools develop their own policy.