With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)‐supported distance‐based teacher education program in Sweden.
The paper is based on early results from two studies, both of which involved a group of teacher‐trainees, with one interview and one questionnaire.
The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart.
Helps in understanding how ICT, and its use, can have different effects on different groups.
