Research on ICT in education: A brown bag approach

Jo Tondeur University of Olso 27 August 2014

 

Context Belgium, small country? Norway: 323.787 km2

Belgium: 30.528  

Education in Belgium Flanders  

Why Flanders?  

Freinet school in Gent

Célestin Freinet - Pédagogie du travail

- Tâtonnement expérimental

- Travail coopératif

-  Complexe d'intérêt

-  Methode naturelle

-  Democracy

Freinet in the 21st century?

9

Educational

beliefs  

10

Teac

her c

entr

ed

 

Pupil centred  

•  Psychological understandings / propositions felt to be true (Richardson,  2003)  

•  Through multitudinous experiences (Nespor,  1987,  Pajares,  1992).    

•  Relatively stable

•  Act as a filter through which new knowledge & experiences are screened for meaning (Kagan,  1992)    

•  Underlie teachers’ planning, decision making, behaviour in the classroom (Fang,  1996).    

•  Teachers more easily accept innovations that are in accordance with their educational beliefs (Ertmer,  2005)

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Educational beliefs?

Teacher Beliefs Scale (Woolley, Benjamin, & Woolley , 2004) “I like to make curriculum choices

for students because they can’t know what they need to learn.”

“For assessment purposes, I’m interested in what students can do independently”

I involve students in evaluating their own work and setting their own goals.” “I make it a priority in my course to give students time to work together when I am not directing them”

Traditionalism

Con

stru

ctiv

ism

Cluster 1

Cluster 3Cluster 4

Cluster 2

15

20

25

30

35

40

45

Information Tool Learning Tool Basic Skills

Cluster 1: Constructivist &Traditional Teaching profile

Cluster 2: Constructivist Teaching profile

Cluster 3: Traditional Teaching profileCluster 4: Undefined profile

Linking ICT use and educational beliefs Survey study (1)*

*Reference list

14

Educational beliefs vs

Educational practice

   To synthesize the evidence on the relationship between teachers’ beliefs about teaching and learning and their technology uses    

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 Method:  Meta-­‐aggrega)on  of  qualita)ve  evidence  •  Review  study  that  uses  as  data  the  findings  from  other  qualitaNve  

studies  based  on  the  same  topic  •  A  structured  and  process  driven  approach  to  review  quanNtaNve  

literature  (cf.  Cochrane  and  Campbell  CollaboraNon;  Hannes  et  al.,  2012)  

•  Three  step  process  (Hannes  et  al.,  2012)   1.  ExtracNon  of  findings  2.  Categorizing  of  findings  3.  Synthesizing  the  categories    

Work in progress: Review study (2)

 

Exploring beliefs and ICT use as bi-directional relationship (see Haney et. al, 2002)

 >  Exposure  to  new  theories/pracNce  is  not  enough  

Addressing beliefs as barriers and barriers related to beliefs and technology use (see Ertmer, 2005; Hermans et. al, 2008)  

>  Impact  of  barriers  on  expression/development  of  beliefs  >  Impact  of  beliefs  as  barriers  on  change  in  pracNce      

     

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(First) synthesised findings

Multidimensional approach to describing the relationship between beliefs and technology use

 >  In-­‐depth  analysis  of  the  nature  of  beliefs  profiles  and  different  types  of  technology  use  (in  specific  contexts)  

Inclusing teacher beliefs in the professional development for technology integration    

>  Making  beliefs  explicit  >  Engaging  (preservice)  teachers  in  reflecNve  examinaNon  of  relaNonships  between  beliefs  and  pracNce  (design  teams,  communiNes)  >  Benefits  of  hands-­‐on  experiences  

     

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(First) synthesised findings

Brown bag conclusion 1

IT(‘s) about education!

     

OR

It’s not so much the program; more what you do with it

[Jones,  1986]  

To illustrate

But how to connect PCK & TK

Review study (3)

ICT & Education: two worlds apart? Conceptual study (4)

1st 2nd 3th 4th 5th 6th Grade level

0.00

2.00

4.00

6.00

8.00

10.00

12.00 Supportive use of ICT Class use of ICT

For example: 6 teachers in 1 primary school

Hours / week

1 6 11 16 21 26 31 36 41 46 51 56 62

Schoolnummer

1.00

2.00

3.00

4.00

5.00

+ differences between schools

Hours / week

Types of computer use

Cultural teacher characteristics

Structural teacher characteristics

Cultural school characteristics

Contextual school characteristics

How to explain? Survey study (5)

Basic skills

Learning tool

Information tool

School characteristics Availability of computers +++ Computers with Internet +++ Computers in the classroom ++ +++ Innovativeness ++ ++ ICT-policy ++ +++ ICT-training ++ Teacher characteristics Gender +++ Computer experience ++ Traditionalism + + - Constructivism + +++ Innovativeness + ++

+ p < .05 ++ p < .01 +++ p < .001

How to explain? Stimulated recall interviews (6)

Into the black box Of ICT in education

And what about the pupils?

ICT monitor  

ICT monitor

cf.  

A perfomenced based ICT competence test (7)  

Watweetjeoverevolutie.be

Intervention study (8) about…  

AREAS  OF  SELF-­‐REGULATED  LEARNING  

PHASE  1:    Task  De8inition  

COGNITION   MOTIVATION   BEHAVIOR   CONTEXT  Planner   Planner  

Note  Maker  SRL  by  CBLE*  

PHASE  1:    Planning/Goal  

setting  

Planner   Planner   Planner  Note  Maker  Timer  

 

PHASE  2:  Monitoring

Planner  Note  maker  Check-­‐off  boxes  

Note  maker  Check-­‐off  boxes  Timer  

Planner  Note  maker    SRL  by  CBLE*  

PHASE  3:  Control

Planner  Checking  off  goals  Note  Maker  SRL  by  CBLE*  

Planner  Note  maker  Timer    

SRL  by  CBLE*   Note  maker  SRL  by  CBLE*  

PHASE  4:  Reaction  &  re8lection

SRL  by  CBLE*  

the relationship between scaffolds, SRL & knowledge about evolution theory

in primary education    

Brown bag conclusion 2

Need for a multidimensional approach

But how to move on? How to implement the ICT curriculum / ICT in the curriculum

1.  Students  have  a  posiNve  actude  towards  ICT,  and  are  willing  to  use  ICT  to  support  their  own  learning  process.  

2.  Students  use  ICT  in  a  safe,  responsible  and  effecNve  way.  3.  Students  can  work  independently  in  a  ICT  enriched  learning  

environment.  4.  Students  can  learn  independently  in  a  ICT  enriched  learning  

environment.  5.  Students  can  use  ICT  to  elaborate  their  ideas  in  a  creaNve  way.    6.  Students  can  use  ICT  to  search  for,  process  and  store  digital  

informaNon.  7.  Students  can  use  ICT  to  present  informaNon  to  others.  8.  Students  can  use  ICT  to  communicate  in  a  safe,  responsible  and  

effecNve  way.    9. Students  can  chose  adequately  between  a  number  of  different  ICT  

applica)ons,  depending  on  the  specific  goal  to  be  achieved.    10. Students  are  willing  to  redefine  their  ac)ons  aGer  reflec)on  on  

their  own  and  others’  use  of  ICT.     Survey study (9)

In-service training: Case study (10)

AuthenNc  needs  

Learning  by  design  

CollaboraNon  

EvaluaNon  and  reflecNon  

TPACK  

Conditions? Delphi study (11)

In-service training: Teacher design teams

0

10

20

30

40

50

60

70

80

Inno - vativeness

Supportive leadership

Goal - orientedness

ICT Planning

ICT support

Infra - structure

Conditions? Influence of school characteristics (12)

Teachers from C1 Use sign. > ICT School policy!

Need for a shared vision at institutional level

Brown bag conclusion 3

And what about the future (teachers)?

ICT in the curricula of teacher education Case study (13)

ICT-policy in teacher education: Four in balance?

Design teams

Strategies to prepare future teachers for ICT-integration (SQD-model): Review study (14)

> Role models “All the ICT-applications we’ve learned there (in TEI), I don’t use them every day, but when I do use them I’m

happy that I know how to use them” [Joanna]  

> Authentic experiences

“I’ve tested it during my internship, that was actually a big risk, and since then it turned out well I’m now able

to use it here.”[Ben]

Infuence of pre-service training Longitudinal case study (13) !

!

Brown bag conclusion 4?

Papers ? Information ? Collaboration?

Jo.Tondeur@UGent.be

Ruben.Vanderlinde@UGent.be hfp://ugent.academia.edu/JoTondeur  

   

http://ugent.academia.edu/JoTondeur    

1.  Tondeur,  J.,  Hermans,  R.,  Valcke,  M.,  &  van  Braak,  J.  (2008).  Exploring  the  link  between  teachers'  educaNonal  belief  profiles  and  different  types  of  computer  use  in  the  classroom.  Computers  in  Human  Behavior,  24(6),  2541-­‐2553    

2.  Tondeur,  J.,  van  Braak,  J,  Ertmer,  P.,  Ofenbreit-­‐Lekwich,  A.  (2013).  The  link  between  teachers’  educa)onal  beliefs  and  technology  use  in  the  classroom:  A  mixed  method  review  of  the  literature  Paper  accepted  for  presentaNon  at  the  European  Conference  on  EducaNon  Research  (ECER):  Istanbul,  Turkey.  September  2013    

3.  Voogt,  J.,  Fisser,  P.,  Pareja,  N.,  Tondeur,  J.,  &  van  Braak,  J.  (2012).  Technological  Pedagogical  Content  Knowledge  -­‐  a  review  of  the  literature.  First  published  online  March  16  2012.  Journal  of  Computer  Assisted  Learning    

4.  Lim,  C.P.,  Zhao,  Y.,  Tondeur,  J.,  Chai,  S.C.,  &  Tsai,  C.C.  (2013).  Bridging  the  Gap:  Technology  Trends  and  Use  of  Technology  in  Schools.  Journal  of  Educa)onal  Technology  &  Society,  16(2),  59-­‐69    

5.  Tondeur,  J.,  Valcke,  M.,  &  van  Braak,  J.  (2008).  A  mulNdimensional  approach  to  determinants  of  computer  use  in  primary  educaNon:  teacher  and  school  characterisNcs.  Journal  of  Computer  Assisted  Learning,  24(6),  494-­‐506    

6.  Tondeur,  J.,  Kershaw,  L.,  Vanderlinde,  R.,  &  van  Braak.  J.  (2013).  Gecng  inside  the  black  box  of  technology  integraNon  in  educaNon:  Teachers  sNmulated  recall  of  classroom  observaNons.  Australasian  Journal  of  Educa)onal  Technology,  29(3)    

7.  K.  Aesaert,  D.  van  Nijlen,  R.  Vanderlinde,  J.  van  Braak  (In  Press).  Direct  measures  of  digital  informaNon  processing  and  communicaNon  skills  in  primary  educaNon:  Using  item  response  theory  for  the  development  and  validaNon  of  an  ICT  competence  scale.  

8.  Devolder,  A.,  van  Braak,  J.,  &  Tondeur,  J.  (2012).  SupporNng  self-­‐regulated  learning  in  computer-­‐based  learning  environments:  systemaNc  review  of  effects  of  scaffolding  in  the  domain  of  science  educaNon.  Journal  of  Computer  Assisted  Learning,  28,  557-­‐573    

9.  Tondeur,  J.,  van  Braak,  J.,  &  Valcke,  M.  (2007).  Curricula  and  the  use  of  ICT  in  educaNon.  Two  worlds  apart?  Bri)sh  Journal  of  Educa)onal  Technology,  38(6),  962-­‐975.    10.  Vanderlinde,  R.,  van  Braak,  J.,  &  Tondeur,  J.  (2010).  Using  an  online  tool  to  support  school-­‐based  ICT  policy  planning  in  primary  educaNon.  Journal  of  Computer  Assisted  Learning,  26  (5),  296-­‐306    11.  Becuwe,  Thys,  Tondeur,  Pareja  ,  van  Braak,  (2014).  CondiNons  to  Implement  CollaboraNve  Design  as  a  Strategy  for  Professional  Development:  The  Case  of  ICT-­‐IntegraNon  in  Teacher  EducaNon.  ECER,  Porto  12.  .  Tondeur,  J.,  Devos,  G.,  Van  Houfe,  M.,  van  Braak,  J.,  &  Valcke,  M.  (2009).  Understanding  organisaNonal  and  cultural  school  characterisNcs  in  relaNon  to  educaNonal  change:  The  case  of  ICT  integraNon.  EducaNonal  Studies,  35  (2).    13.  Tondeur,  J.,  Pareja  Roblin  N.,  van  Braak,  J.,  Fisser,  P.,  &  Voogt,  J.  (2012).    Technological  Pedagogical  Content  Knowledge  in  teacher  educaNon:  In  search  of  a  new  curriculum.  EducaNonal  Studies  14.  Tondeur,  J.,  et  al..  (2012).  Preparing  pre-­‐service  teachers  to  integrate  technology  in  educaNon:  A  synthesis  of  qualitaNve  evidence.  Computers  &  EducaNon,  59  (1)  15.  Pareja,  N.,  Tondeur,  J.,.  van  Braak,  J.,  Voogt,  J.,  &  Fisser,  P.  (2012).  The  journey  from  pre-­‐service  to  pracNce:  Exploring  the  connecNons  between  prior  learning  experiences  and  beginning  teachers’  uses  of  technology.  Paper  presented  at  the  European  Conference  on  EducaNonal  Research  (ECER),  Cadiz,  September  2012