Gisli THORSTEINSSON1, Andrei NICULESCU2,3
1 University of Iceland, v/Stakkahlid,
101, Reykjavik, Iceland
2 Spiru Haret University
13 Ion Ghica Street, Bucharest 3, Romania
3 I C I Bucharest
(National Institute for R & D in Informatics)
8-10 Averescu Blvd.
011455 Bucharest 1, Romania
Abstract: In a digital world, more and more academic disciplines taught in schools at all levels make use of Managed Learning Environments (MLEs) which have been assigned a high priority status in many educational institutions. In this rapidly changing environment, technology plays an essential role as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a MLE is a difficult task that concerns teachers’ responsibilities and their mindset. This paper seeks to explore the pedagogical issues involved in applying a managed learning environment to support educational activities in school education. The approach was based on the following research questions: (i) Which issues influence the teachers’ role in using ICT to support school education? (ii) How do these issues affect his mindset and responsibilities when classes are conducted in a computerized space? (iii) How can a teacher effectively manage these issues? These questions were viewed using a range of qualitative research methods while running a series of case study lessons. The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, time for preparation and the technological skills needed to successfully manage the teaching-learning process inside and outside the classroom. Findings also suggest that there are other problems associated with new roles, role conflict and the perception of increased workload.
Keywords: ICT, Managed Learning Environment, teachers’ role, mindset, responsibilities, pedagogy.
CITE THIS PAPER AS:
Gisli THORSTEINSSON, Andrei NICULESCU, Examining Teachers’ Mindset and Responsibilities in Using ICT, Studies in Informatics and Control, ISSN 1220-1766, vol. 22 (3), pp. 315-322, 2013.