Exploring the uses of ICT in education: A national survey study - - PowerPoint PPT Presentation

▶
exploring the uses of ict in education a national survey
SMART_READER_LITE
LIVE PREVIEW

Exploring the uses of ICT in education: A national survey study - - PowerPoint PPT Presentation

Jul 28, 2023 435 likes •1.01k views

Exploring the uses of ICT in education: A national survey study Robert A.P. REUTER 1 , Gilbert BUSANA 1 & Serge LINCKELS 2 1 Universit du Luxembourg 2 Ministre de lEducation nationale, de lEnfance et de la Jeunesse @bobreuter //

slide-1
SLIDE 1

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

Exploring the uses of ICT in education: A national survey study

Robert A.P. REUTER1, Gilbert BUSANA1 & Serge LINCKELS2

1Université du Luxembourg 2Ministère de l’Education nationale, de l’Enfance et de la Jeunesse

1

@bobreuter // #edtechlu

Challenges of the Digital Era for Education, Learning and Working: Researchers and Practitioners in Dialogue

slide-2
SLIDE 2

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Context: educational policy “Digital(4)Education” ■ Practical & theoretical foundations ■ Research goals ■ Research method ■ Results ■ Conclusions ■ Implications ■ Discussion

Presentation plan

2

slide-3
SLIDE 3

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Digital(4)Education: policy, strategy & measures

Context

3

http://zukunft.men.lu/fr/grands-projets/digital-4-education

slide-4
SLIDE 4

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Digital(4)Education: policy, strategy & measures

La stratégie Digital (4) Education vise notamment à amener les élèves à développer les compétences nécessaires à une utilisation adéquate et responsable des TIC et à promouvoir des projets pédagogiques innovants utilisant le numérique à l’école. (Bertemes, 2015, emphases added)

https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/

Context

4

slide-5
SLIDE 5

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Digital(4)Education: policy, strategy & measures

(Bertemes, 2015) https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/

Context

5

slide-6
SLIDE 6

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Digital(4)Education: policy, strategy & measures

(Bertemes, 2015) https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/

Context

X

slide-7
SLIDE 7

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Digital Lëtzebuerg ■ General political efforts to promote meaningful,

responsible & relevant uses of ICT in the general population

■ High penetration of mobile ICT devices ■ High connectivity rate of ICT ■ But average ICT competencies ■ Lack of highly-qualified IT-skilled workforces

Context

6

slide-8
SLIDE 8

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Determine current (mid-2015) educational technology

practices in Luxembourg, given the start of the Digital(4)Education strategy in September 2015

■ Assess impact of policy-motivated actions on

educational technology practices

■ Comparison with national survey from 2009 ■ Inform Digital(4)Education measures to be taken ■ Recommendations for initial & continuous teacher

training

Practical foundations

7

slide-9
SLIDE 9

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Part of a larger research project about educational technology policies,

strategies, theories and practices in Luxembourg: past, present & future - www.edtech.lu

■ Educational technology practices: supporting, enriching, modifying &

transforming learning & teaching activities with digital media & tools; fostering ICT literacy in students (Tools for Learning & Content of Learning)

■ Understand practices in terms of known influence factors: proximal/

internal and distal/external (Ertmer, 1999; Tondeur, Hermans, Valcke & van Braak, 2008; Busana, 2001)

■ Understand the current educational ecosystem (Zhao & Frank, 2003) in

terms of hindering and enabling factors (Pelgrum, 2001; Tondeur, Valcke, & van Braak, 2008; ISTE “essential conditions”, 2009)

Theoretical foundations

8

slide-10
SLIDE 10

Distal Factors Proximal Factors

EdTech Practices

Enabling Inhibiting Enabling Inhibiting

Model

slide-11
SLIDE 11

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Establish theory-based overview of current uses of ICT education

(K-12+) at a national level

■ Technology integration strategies: directed instruction vs. inquiry-based

learning (Roblyer & Doering, 2013)

■ Types of learning & teaching activities (Leclercq & Poumay, 2005) ■ Functions of ICT for student-centred learning (Busana, 2001) ■ Learning goals of ICT-supported teaching (Anderson & Kratwohl, 2001) ■ Hardware tools used in classrooms by teachers // students ■ ICT uses beyond the classroom: course preparation, student evaluation

and administrative tasks

■ ICT literacy as content of student learning

Research goals

10

slide-12
SLIDE 12

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Understand the national educational ecosystem (Zhao & Frank,

2003), in terms of proximal and distal factors, as a more or less favourable breading-ground for EdTech practices (ISTE, 2009):

■ Initial & continuous EdTech teacher training ■ (Self-declared) digital skills of teachers ■ Private uses of ICT by teachers ■ Pedagogical and techno-pedagogical believes and attitudes of teachers ■ (Perceived) school cultures ■ ICT infrastructures ■ (Perceived) national educational technology policies & strategies

Research goals

11

slide-13
SLIDE 13

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Large-scale study: big picture approach ■ Online survey, with mostly closed multiple choice

questions

■ Distributed to all teachers in public schools (K-12+);

population = 10.796, K-6: 5.614, 7-12+: 4.670, SN: 512

■ 24/06 - 15/07/2015: towards the end of the school year ■ Collaboration between University and 2 departments

  • f the Ministry of Education (SCRIPT-INNO & SCRIPT-

ADQS)

Research method

12

slide-14
SLIDE 14

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Questions about general demographic variables:

age, work experience, gender, grades taught, municipality, discipline(s) taught

■ Questions regrouped by dimensions of the

theoretical model: proximal factors, distal factors, EdTech practices (administrative tasks, course preparations, teaching in the classroom, learning in the classroom, student evaluations)

Research method

13

slide-15
SLIDE 15

Proximal factors

Personal data Competencies: Use of ICT Teaching with ICT Private Use of ICT

Pedagogical & Techno-pedagogical

convictions

Research method

slide-16
SLIDE 16

Distal factors

School culture context ICT infrastructure in school National Digital Education Policy

Research method

slide-17
SLIDE 17

EdTech practices

Teacher-centred: Instruction Learner-centred: Inquiry-based Hardware used Software used Course preparation In the classroom Evaluation Administratives tasks ICT as a content of learning ICT as a tool for learning & teaching

Research method

slide-18
SLIDE 18

EdTech practices

Course preparation In the classroom Evaluation Administratives tasks Taxonomy of Learning & Teaching events
 (Leclercq & Poumay, 2005) Functions of ICT for inquiry learning (Busana, 2001) Bloom’s taxonomy of learning

  • bjectives (Anderson & Kratwohl,

2001) Hardware used Software used ICT as a content of learning ICT as a tool for learning & teaching

Research method

slide-19
SLIDE 19

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Scales used: ■ strongly disagree, don’t agree, neutral, agree,

strongly agree

■ never, ounce per trimester, once a month, once a

week, at least once a day

■ none, 1, 2-5, 6-10, 11-19, 20+ ■ no clue, beginner, average, advanced, expert ■ names of municipalities, grades, male/female

Research method

18

slide-20
SLIDE 20

Distal Factors Proximal Factors

EdTech Practices

Enabling Inhibiting Enabling Inhibiting

Results

Descriptive statistics:

  • Demographic data
  • Distal factors
  • Proximal factors
  • EdTech Practices

19 REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

slide-21
SLIDE 21

Results

■ General demographic data

■ Sample: n=408 ■ Gender: 54.4% F, 45.6% M (n= 399) ■ Age: average 41 years, range 23-70 years (n=402) ■ Experience: average 15 years, range 0-42 years (n=400)

20 REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

slide-22
SLIDE 22

Age (years) Experience (years)

  • Female
  • Male

Gender

Age x Experience per Gender

Results

X REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

slide-23
SLIDE 23

50 100 150 200 7 12 2 26 185 123 67 59 54 39

EF-C1 EF-C2 EF-C3 EF-C4 ES EST EST-RP EDIFF ADULTES ACCUEIL

Distribution per grades

TOTAL K-6: 165 (cumulative) TOTAL 7-12: 239 (cumulative) TOTAL others: 21 (cumulative)

Results

slide-24
SLIDE 24

123

Geographic distribution

29 1

Results

slide-25
SLIDE 25

Distal factors

School culture ICT infrastructure in schools National Digital Education Policy

Results

slide-26
SLIDE 26

ICT Infrastructure: Hardware

20% 40% 60% 80% 100%

Projector Desktop Printer Laptop Photo camera Scanner Video camera Interactive Whiteboard Tablet

1 2-5 6-10 11-19 20+

(relative frequencies)

Results

Directed Instruction

slide-27
SLIDE 27

ICT Infrastructure: Internet access

20% 40% 60% 80% 100%

Ethernet WIFI Mobile None

yes no

(relative frequencies)

Results

Wired

slide-28
SLIDE 28

School culture

Echange de matériel
 & préparations Echanges sur
 les TIC en classe Outils fonctionnels Accès
 aux outils suffisant Accès équitable Support
 Techno-Pédagogique Salles TIC adaptées TIC = important Soutien par 
 la direction Aide par collègues Moyens financiers

Strongly agree Agree Neutral Disagree Strongly disagree

(average scores)

Results

Neutral

slide-29
SLIDE 29

National digital education policy

Vision claire
 21st century Mise 
 à disposition
 des outils
 nécessaires Formations
 continues
 adaptées Budgets
 suffisants

(average scores)

Results

Strongly agree Agree Neutral Disagree Strongly disagree

slide-30
SLIDE 30

Proximal factors

Personal data Competencies: Use of ICT Teaching with ICT Private Use of ICT

Pedagogical & Techno-pedagogical

beliefs

Results

slide-31
SLIDE 31

Private use of ICT: hardware

Téléphone portable Smartphone Desktop Laptop Tablette Console Jeux

>1/day 1/week 1/month 1/trimester Never

(average scores)

Results

slide-32
SLIDE 32

Private use of ICT: tasks

Communiquer
 avec famille/amis Planifiier/Réserver
 Vacances Achats Administrations Lire les Infos Jouer Partager Photos Regarder Vidéos Produire/Partager
 Vidéos Chercher
 Informations

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-33
SLIDE 33

ICT competencies

En général Traitement de texte Tableur Présentation Courriel Recherche Internet Produire Multimédia

Expert Advanced Average Beginner No clue

(average scores)

Results

slide-34
SLIDE 34

EdTech competencies

Enseigner
 avec les TIC Soutenir
 apprentissages
 avec les TIC Bureautique Enseigner les TIC

Initial Training Continuous Training

(average scores)

Results

Strongly agree Agree Neutral Disagree Strongly disagree

slide-35
SLIDE 35

Pedagogical beliefs

Mixed positions No clear dichotomy separating teachers Problem with our items?

Results

slide-36
SLIDE 36

Techno-pedagogical beliefs

S'occuper
 en attendant Jeux Educatifs Exercicer Tutoriels Chercher
 des informations Collaborer Communiquer Produire Publier

Learning Paradigm Teaching Paradigm

(average scores)

Results

Strongly agree Agree Neutral Disagree Strongly disagree

slide-37
SLIDE 37

Techno-pedagogical attitudes

Limiter les TIC
 à l'école Pas besoin des TIC Programme
 trop chargé Travail avec TIC
 déstabilisant Apport pédagogique
 des TIC Rapport au savoir
 transformé Outils indispensables

Arguments against Arguments in favour

(average scores)

Results

Strongly agree Agree Neutral Disagree Strongly disagree

slide-38
SLIDE 38

EdTech practices

Teacher-centred: Instruction Learner-centred: Inquiry-based Hardware used Software used Course preparation In the classroom Evaluation Administratives tasks ICT as a content of learning ICT as a tool for learning & teaching

Results

slide-39
SLIDE 39

EdTech practices

  • Administratives tasks
  • Course preparations
  • Use of ICT in classrooms
  • ICT-supported teaching
  • ICT-supported learning
  • Student evaluations

Results

slide-40
SLIDE 40

Administratives tasks

Noter les
 présences/absences Informer les élèves
 des devoirs à domicile Inscrire les notes Communiquer
 avec les élèves Communiquer avec
 la hiérarchie scolaire Communiquer
 avec les collègues Informer les parents Communiquer
 avec les parents Tenir
 un journal de classe Site web classe/école

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

Communication

slide-41
SLIDE 41

Course preparations: Search

Me documenter Chercher des textes Chercher des images Chercher des vidéos Chercher
 des animations Chercher des
 scénarios didactiques Chercher des
 tâches d'apprentissage Chercher 
 des réponses

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-42
SLIDE 42

Course preparations: Produce

Produire Exercices Produire Problèmes Produire Video Produire Audio Produire Slides

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

Worksheets

slide-43
SLIDE 43

Course preparations: Share

Préparations
 de leçon Fiches de travail Resources
 multi-média Documentations
 & Réflexions

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-44
SLIDE 44

In class: Teacher (hardware)

Desktop Laptop Projecteur Tablette Smartphone Appareil Photo Caméra Vidéo Scanner Imprimante Imprimante 3D Tableau Interactif

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

Directed Instruction

slide-45
SLIDE 45

In class: Students (hardware)

Desktop Laptop Projecteur Tablette Smartphone Appareil Photo Caméra Vidéo Scanner Imprimante Imprimante 3D Tableau Interactif

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-46
SLIDE 46

In class: Teacher (ICT Literacy)

OS Clavier & Souris Logiciels de base Imprimer Utiliser périphériques Termes informatiques

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-47
SLIDE 47

In class: Teacher (activities)

Démonstration
 Illustration Simulation Imitation Compréhension Soutien de
 mon exposé Commenter / Annoter
 des travaux

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

Directed Instruction

slide-48
SLIDE 48

In class: Students (activities)

Réaliser des calculs Sauvegarder des informations Rattrapages Automatiser Apprendre quelque
 chose de nouveau Jeux éducatifs Résoudre des problèmes Rechercher des
 informations complémentaires Comparer différentes sources Annoter & Commenter
 des documents Produire des diagrammes Comprendre
 de nouveaux concepts Organiser leurs idées Rechercher le sens d'un mot Organiser des informations
 extraitesde documents Produire un document Présenter des informations Evaluer la qualité d'un produit Collaborer autour d'un
 document commun Publier Communiquer Manipuler des simulations Explorer des environnements Documenter leurs
 apprentissages

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

Inquire & Produce

slide-49
SLIDE 49

Student Evaluations

Sheets to print Online tests

(average scores)

Results

>1/day 1/week 1/month 1/trimester Never

slide-50
SLIDE 50

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Rather high level of (self-declared) ICT skills and

private use of ICT tools; but more consumers and communicators than multimedia producers

■ Teachers use digital media for their own productivity:

search for existing digital resources and tools

■ ICT infrastructure more oriented towards ICT-

supported instruction by teachers than towards inquiry-based learning by students

■ Mixed pedagogical beliefs and favourable EdTech

beliefs & attitudes

Conclusions

46

slide-51
SLIDE 51

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Teachers are aware of the importance and relevance

  • f ICT in education, as well as the transformative

effects of ICT on learning & knowledge and want to stay up-to-date with their teaching practices

■ However their EdTech competencies are less

developed

■ Current educational technology practices are

relatively stable compared to the last national survey study done a few years ago (Linckels et al., 2009), they remain rather teacher-centred approach, while the wish to use ICT in education has increased

Conclusions

47

slide-52
SLIDE 52

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Need to broaden wireless access to the Internet

in schools

■ Need to provide digital learning devices to (all)

students, if we wish to move beyond teacher- centred uses of ICT in classrooms

■ Need to develop a culture of sharing of

educational resources in the teacher community

Implications

48

slide-53
SLIDE 53

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Need to provide digital educational resources of

high quality and (perceived as) in line with the curriculum

■ Need to train teachers about meaningful and learner-

centred “in class” educational technology practices

■ Make national “digital education” policy more visible

and desirable

■ Need to make “technology use expectations” more

explicit: dos & don’ts

Implications

49

slide-54
SLIDE 54

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ Beyond descriptive statistics: searches for

meaningful relationships

■ How to develop a shorter version of our survey? -

number of constructs too large

■ How to better understand (current) EdTech practices

embedded in diverse niches of the (national) educational ecosystem? - part of larger research project, with variety of methods

Discussion

50

slide-55
SLIDE 55

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

■ How to nurture a favourable educational technology

school culture?

■ Teachers as “digital producers”? ■ How to develop effective teacher trainings (initial &

continuous)?

Discussion

51

slide-56
SLIDE 56

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

THANK YOU FOR YOUR ATTENTION! QUESTIONS?

52

slide-57
SLIDE 57

Contact

53

https://lu.linkedin.com/in/bobreuter https://www.facebook.com/RReuterPhD/ http://staff.uni.lu/robert.reuter @bobreuter robert.reuter@uni.lu

REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu