Pupil‐centred learning, ICT, and teacher behaviour: observations in educational practice

Information and Communication Technology (ICT) is believed to contribute to innovative, pupil‐centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching–learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology‐rich primary and secondary schools in five European countries. Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching–learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil‐centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment.