Assumptions about participating in teacher education through the use of ICT

Abstract

Purpose

With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)‐supported distance‐based teacher education program in Sweden.

Design/methodology/approach

The paper is based on early results from two studies, both of which involved a group of teacher‐trainees, with one interview and one questionnaire.

Findings

The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart.

Originality/value

Helps in understanding how ICT, and its use, can have different effects on different groups.

Citation

Olofsson, A.D. and Ola Lindberg, J. (2005), "Assumptions about participating in teacher education through the use of ICT", Campus-Wide Information Systems, Vol. 22 No. 3, pp. 154-161. https://doi.org/10.1108/10650740510606153