ABSTRACT
Clearly, an ICT policy and the inclusion of ICT in the school development plan will not on their own bring about the desired change in teachers’ perspectives. For many schools the process of becoming ICT capable requires a root and branch change, where teachers’ thinking is challenged and which, as we suggest in Chapter 6, may involve more than just the use of ICT. Teachers frequently go through a period of uncertainty when confronted with something new. Whitaker (1993) points out that managers need to be sensitive to three particular clusters of feelings that teachers may experience when confronted with change:
1 Loss of
• firmly held beliefs and ideas; • established patterns and behaviours; • comfortable habits; • confidence and self-esteem.
