The overall focus of this dissertation study was on the effects of ICT in school, and I wanted to investigate the topic widely from different perspectives and levels, both from students’ and teachers’ perspectives, as well as from the classroom and the school level. What then are the novel phenomena when ICT is implemented in teaching and learning practices? To answer this, I have felt like a traveler, following Kvale’s (1996) suggestion of a metaphor for an ethnographic researcher: I have had the privilege to observe several teachers and students in their everyday life in schools and in classrooms as they were implementing new pedagogical practices and technologies. In addition to these case studies, which were mainly based on data from observations and interviews, the dissertation consists of statistically analyzed surveys, which were conducted in order to find out the distribution of various aspects of ICT among Finnish teachers and students.
Implementing ICT into education involved several interesting phenomena which had not been fully examined or explained in previous studies when I started to conduct the sub-studies:
- First, issues related to technology: Do students and teachers have a good access to ICT? How do genders and generations differ related on ICT? What is the special ICT competence that some (boys) seem to have?
- Second, issues related to activities in classrooms using ICT: Is teaching changed? What is the actual role of teachers and students? What really changes? Is ICT as a catalyst for change or not?
- Third, issues related to effects and consequences of implementing ICT for school and for teaching community: What kind of effects there will become? What kind of practises among teachers develop? How sustainable are changes? How does school reality match to the various expectations of society and parents? These unclear issues have guided this study programme, and they were a basis for the concrete goals, presented in chapter 4.2.
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