Considering the constantly changing envirorunent of technology - how do Irish teachers deal with the goalposts moving constantly, combined with an already busy curriculum?

This case study evaluates the challenges encountered by Irish Primary School Teachers when trying to up skill with the latest technological advancements whilst ensuring that they are covering the NCCA primary school curriculum. An on-line questionnaire survey of 51 practising teachers was carried out. Along with this, semi-structured interviews were held with 3 teachers as well as a focus group where five teachers participated. The study begins with an examination of the technological facts influencing technology adoption in Irish Primary schools. It explores the barriers that teachers are experiencing when trying to adopt new methods of teaching using technological advancements. The findings show that Irish teachers concur that curriculum overload is a valid issue in Irish schools today. They also agree that teachers need to embrace the technology revolution and incorporate ICT into their teaching and learning. This study suggests that despite national strategies for effective investment in ICT in schools and the encouragement from the NCCA namely the ICT Framework, further investment needs to be made to up skill teachers as well as supply and support technological equipment. It is also likely that changes to the curriculum will need to be carried out in order for teachers to feel some alleviation of workload which, as a result, should allow teachers the time to experiment with new technologies to enhance their teaching and learning skills.