Publication Details

Neville, V. & Bennett, S. J. (2004). Using self-regulated learning to manage the discomfort of becoming fluent with information technology. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.), Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 697-700). Perth Australia: University of Western Australia.


The technologically complex and changing world of the twenty first century requires teachers who are both knowledgeable and skilled in using information technology in their pedagogical practices. The changing nature of information technology means that teachers need to be flexible in how they use information technology in their teaching, adaptable to the changes in technological developments, problem solvers in unfamiliar circumstances, and continuing learners throughout their professional life. These ideas are encapsulated in the concept of fluency with information technology, or FITness (Committee on Information Technology Literacy, 1999). This research study, in progress, uses an interpretive, qualitative methodological approach to investigate the influence of self regulated learning on the development of fluency with information technology in pre-service teacher education students. This will provide opportunities for a better understanding of the phenomenon of self regulated learning as an influence within the context of learning FITness, and will assist our understanding of the connections between instruction (using self regulated learning) and outcomes (FITness).