Johan van Braak

ICT integration in the classroom: Challenging the potential of a school policy

Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principals perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research.

Explaining different types of computer use among primary school teachers

In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender), computer experience (computer training, computer experience expressed over time, intensity of computer use), and attitude measures (general computer attitudes, attitudes toward computers in education, and technological innovativeness).Supportive and class use of computers are not related to the same set of variables. Supportive computer use was mainly predicted by computer experience variables and general computer attitudes. Strongest predictors of class use were technological innovativeness and gender. Yet, the degree of explained variance for class use of computer was considerably lower compared to supportive computer use. These results indicate the limitations of explaining complex forms of professional computer use on the basis of both individual determinants and quantitative models. The article concludes with some practical implications and recommendations for further research.RésuméA fin d’identifier les différences dans les déterminants de l’utilisation de l’ordinateur comme support et en classe, path modelling a été appliqué au moyen d’un échantillon de 468 instituteurs.Les variables indépendantes ont été catégorisées en trois niveaux: démographie (âge et sexe), expérience avec l’ordinateur (apprentissage d’informatique, expérience informatique exprimée en fonction du temps et de l’intensité de l’utilisation de l’ordinateur), et mesures d’attitude (attitudes générales vis-à-vis de l’ordinateur, attitudes vis-à-vis de l’emploi d’ordinateurs dans l’enseignement et de l’innovation technologique).L’utilisation de l’ordinateur comme support et celle en classe ne sont pas relatées au même ensemble de variables. L’emploi comme support est principalement prédit par les variables qui expriment l’expérience avec l’ordinateur et les attitudes générales vis-à-vis de l’ordinateur. Les prédicateurs les plus forts pour l’emploi en classe sont l’attitude par rapport à l’innovation technologique et le sexe. Mais le degré de la variance expliquée est considérablement plus faible pour ce qui concerne l’utilisation en classe que pour l’utilisation comme support. Ces résultats indiquent les limitations à expliquer des formes complexes de l’utilisation professionnelle de l’ordinateur à base de déterminants individuels et de models quantitatifs. L’article conclue avec quelques implications pratiques et recommandations pour des recherches futures.

The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers

The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing ‘professional learning communities’ or by promoting a ‘design‐based research’ model.

Factors influencing the use of computer mediated communication by teachers in secondary schools

Abstract In this article, a survey on the factors influencing the use of computer mediated communication (CMC) by teachers in secondary schools in Brussels is described. The survey compared a group of CMC users with non-CMC users. It is demonstrated that language teaching was the best predictor for the use of CMC. The main reason for this is that education policy within the area under investigation has developed a specific CMC project that is primarily oriented towards a target group of language teachers. A second predictor of CMC use was the degree of technological innovativeness. This instrument is a measure of the willingness of the teacher to adopt technological innovation in his own teaching practice. A third predictor was perceived CMC attributes. This instrument indicates the degree to which users observe any congruence between the characteristics of CMC as a medium and their own teaching practice.

Individual Characteristics Influencing Teachers' Class Use of Computers

This study investigates the relationship between computer use in the classroom and influencing factors on an individual level. Subjects were 236 secondary school teachers familiar with computer use. First, tests of mean differences were performed to determine the differences between class users of computers and non-class users on the following individual characteristics: 1) age, 2) gender, 3) teaching a technology-related subject, 4) general computer attitudes, 5) attitudes toward computers in education, 6) technological innovativeness, and 7) general innovativeness. Except for the age variable, all factors were found to be significantly related to the dependent class use variable. In a next step, logistic regression was used to analyze the strongest predictors for computer use in the classroom. Technological innovativeness, teaching a technology-related subject, and computer experience were found to account for more variation in explaining the use of computers in the class than the computer attitude scales, general innovativeness, age, and gender.This study investigates the relationship between computer use in the classroom and influencing factors on an individual level. Subjects were 236 secondary school teachers familiar with computer use. First, tests of mean differences were performed to determine the differences between class users of computers and non-class users on the following individual characteristics: 1) age, 2) gender, 3) teaching a technology-related subject, 4) general computer attitudes, 5) attitudes toward computers in education, 6) technological innovativeness, and 7) general innovativeness. Except for the age variable, all factors were found to be significantly related to the dependent class use variable. In a next step, logistic regression was used to analyze the strongest predictors for computer use in the classroom. Technological innovativeness, teaching a technology-related subject, and computer experience were found to account for more variation in explaining the use of computers in the class than the computer attitude scal...

ICT as cultural capital: The relationship between socioeconomic status and the computer-use profile of young people

This study explores the relationship between socioeconomic status (SES) and the computer-use profile of 1241 school students in Flanders, the northern region of Belgium. More specifically, the article examines whether varying patterns of computer access, attitudes, competencies and uses can be seen as constituting differences in cultural capital. Additionally, gender was included in the survey as an important background characteristic in digital divide research. Path analysis was used to model the complex relationships between the influencing factors upon the ICT-related variables. What emerged from the analyses was that SES affects the computer-use profile only moderately. No relationship between SES and computer ownership was found. Moreover, the acquisition of ICT competencies can no longer be attributed to computer ownership. Apart from a small effect on ICT use (a higher SES tends to be associated with more ICT use), SES does not seem to affect the computer-use profile of young people in Flanders. The results of this study indicate that the existing differences in SES on computer-use profile are not sufficiently marked to deduce that ICT can be seen as an indicator of differing cultural capital.

Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration

This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural school characteristics (i.e. leadership, goal orientedness and innovativeness) and how they contribute to ICT integration in the classroom. A survey of 527 teachers in 68 primary schools in Flanders (Belgium) was conducted that focused on teacher perceptions about structural and cultural school characteristics and their use of ICT in the classroom. In order to study the variables at school level, teacher responses were aggregated. The next step was to delineate school profiles originating from structural and cultural school characteristics by using a cluster analysis. Finally, the relationship between these school profiles and ICT integration was studied. The results suggest that (1) structural and cultural school characteristics fit together and (2) are relevant catalysts for ICT integration in the classroom.

ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts

Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this interest, not much is known about how schools can develop their local ICT policy capacity and how to establish an ICT policy plan. In order to fill the gap in research on ICT policy planning, a multiple case study analysis with a mixed-method design was carried out with three Flemish primary schools. Primary schools in Flanders are encouraged by the government to develop local ICT policy planning in a context of ICT curriculum reform. Data from multiple sources (e.g. interviews with school leaders and ICT coordinators, focus group interviews with teachers, school policy document analysis, and a teacher questionnaire) were gathered and analyzed. The results indicate that ICT policy planning in schools should be considered as a multifaceted phenomenon grounded in school culture. ICT policy consists of different policy domains: vision development, financial policy, infrastructural policy, continuing professional development policy, and curriculum policy. Each policy domain can be described in terms of policy artifacts (tools, routines, and structures), and differences exist between schools concerning the involvement of teachers in the policy planning process and in the distribution of management tasks. As such, the study illustrates a distributed leadership perspective on ICT school policy planning. The results are of particular importance for school leaders, ICT coordinators and professional development trainers, and illustrates that ICT school policy is as much about developing shared meanings among stakeholders for ICT, and coordinating their relations and interactions in keeping with the schools culture as it is about content related decisions.

Identifying multiple roles of ICT coordinators

This study reports on the development and validation of measurement scales to study the different roles fulfilled by ICT coordinators. Based on a review of the literature, a 24 item questionnaire was constructed and administered to a sample of 177 Flemish ICT coordinators working in primary education. Exploratory factor analysis revealed a four-factor solution: the ICT coordinator as a planner, a budgeter, a technician, and an educationalist. Qualitative data corroborated these roles. This study provides a quantitative measure of the different roles assumed by ICT coordinators in practice. The implications of our findings for schools, researchers and policy makers are discussed.