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Aims: This study aimed to explore the use of ICTs by teachers in the primary cycle of the European School Brussels III, a school where, since its establishment, educational culture has been associated with the use of ICTs in everyday teaching. Study Design: Self-reports on use of ICTs were collected from 43 teachers of the E.S.Br.3, Brussels. The teachers were asked to answer a questionnaire with closed and open questions, related to the use of ICTs in their school. Study Sample: The sample consisted of 43 out of 50 primary cycle teachers of the E.S.Br.3. Original Research Article British Journal of Education, Society & Behavioural Science, 4(8): 1097-1113, 2014 1098 Methodology: In order to collect data about use of ICTs, a suitable questionnaire prepared by the researchers based on previous studies and adjusted for the needs of this study. Results: The results showed that the institutional framework for the use of ICTs has proved to be really pressing to the primary cycle teachers participated to this research. Most of the teachers used ICTs despite various problems concerning mainly the infrastructure available at schools. Teachers used the Internet rather than educational software in teaching on the grounds that it was significant part of their habitus on ICTs. To improve their ICT skills they preferred basically to take training seminars on ICTs and to had the existing infrastructure improved, which could also protect students’ physical wellbeing.

british journal of education, society and behavioural science

An Investigation of the Use of Information Communication Technologies (ICTs) by Teachers in the Primary Cycle of the European School Brussels III: An Empirical Study