Abstract :
This qualitative study focuses on newly qualified teachers’ use of information
and communication technology (ICT) as a tool for meeting the challenges of
their everyday work. The overarching aim is to investigate whether they can
contribute to new knowledge about learning in ICT contexts. Theoretical
points of departure concern the changeable nature of learning in situations
where ways of communicating knowledge and skills are changed. The study
draws upon interviews and observations. The findings show intersections
picturing the new technique as partly changing the circumstances for
teaching, learning and collaboration between colleagues. The new teachers’
utterances show that ICT utilisation is extensive and exhibits great variation
both among female and among male participants. Boundary-crossing changes
become visible in the collaboration between more experienced teachers and
those who are newly qualified, especially when they work on a common
development project. However, there are relatively few teachers who bring up
active ICT use in connection with pupils’ learning. Changed roles because of
ICT competence raise questions about the importance of systematic ICT
features within teacher education. Many of the newly qualified teachers wish
they had more knowledge about ICT and related techniques. Another question
is whether newly qualified teachers who show interest in using the technique
can take on the role as agents of change in their active and creative use of ICT.
