The principal goals were to investigate the extent to which concerns about computer use by history teachers were justified and to establish base-line data to inform and target the development of subject specific Information and Communications Technology (ICT) In-Service Education and Training (INSET) provision.

Data were gathered by means of a questionnaire, consisting of (i) items to collect general information, (ii) a number of self-rating items with space available for respondents to provide additional comments and (iii) free response items. It contained three main sections that gathered biographical data about the respondents, the extent of their personal use of ICT and attitudes to and experience of the subject specific uses of ICT. A total of 110 questionnaires were distributed, with 62 completed questionnaires returned.

The results of the study showed that despite high levels of personal competence and confidence, history teachers were reluctant to use ICT to support teaching and learning. Reference to factors such as the adequacy of and access to hard and software resources was used to explain this reluctance. However a particularly dominant factor appeared to be the perception that the impact of ICT on the pedagogy of school history and on the role of the teacher would be negative. There were anxieties about the potential of ICT to change both teaching and learning.

The results suggested that more research needs to be undertaken into issues relating to ICT innovation and change.

1999