Exploring the uses of ICT in education: A national survey ... · Exploring the uses of ICT in...

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


■ Context: educational policy “Digital(4)Education”

■ Practical & theoretical foundations

■ Research goals

■ Research method

■ Results

■ Conclusions

■ Implications

■ Discussion

Presentation plan

2


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

Context

3

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



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



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

Context

5



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

Context

X


■ 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


■ 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


■ 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

http://www.edtech.lu

Distal Factors

Proximal Factors

EdTech Practices

EnablingInhibiting

EnablingInhibiting

Model


■ 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


■ 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


■ 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 of the Ministry of Education (SCRIPT-INNO & SCRIPT-ADQS)

Research method

12


■ 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

Proximal factors

Personal dataCompetencies:

Use of ICT Teaching with ICT

Private Use of ICTPedagogical &

Techno-pedagogical convictions

Research method

Distal factors

School culture context

ICT infrastructure in school

National Digital Education Policy

Research method

EdTech practicesTeacher-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

EdTech practicesCourse preparation

In the classroom

Evaluation


Taxonomy of Learning & Teaching events(Leclercq & Poumay, 2005)

Functions of ICT for inquiry learning (Busana, 2001)

Bloom’s taxonomy of learning objectives (Anderson & Kratwohl,

2001)

Hardware used Software used



Research method


■ 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

Distal Factors

Proximal Factors

EdTech Practices

EnablingInhibiting

EnablingInhibiting

ResultsDescriptive statistics: ‣ Demographic data

‣ Distal factors

‣ Proximal factors

‣ EdTech Practices

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

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)

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

Age (years)

Exp

erie

nce

(yea

rs)

o Femaleo Male

Gender

Age x Experience per Gender

Results

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

0

50

100

150

200

7122

26

185

123

675954

39

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

Distribution per gradesTOTAL K-6: 165

(cumulative)TOTAL 7-12: 239

(cumulative)TOTAL others: 21

(cumulative)

Results

123

Geographic distribution

29

1

Results

Distal factors

School culture ICT infrastructure in schools

National Digital Education Policy

Results

ICT Infrastructure: Hardware

20%

40%

60%

80%

100%P

roje

ctor

Des

ktop

Prin

ter

Lapt

op

Pho

to c

amer

a

Sca

nner

Vide

o ca

mer

a

Inte

ract

ive

Whi

tebo

ard

Tabl

et

0 1 2-5 6-10 11-19 20+

(relative frequencies)

Results

Directed Instruction

ICT Infrastructure: Internet access

20%

40%

60%

80%

100%

Eth

erne

t

WIF

I

Mob

ile

Non

e

yesno

(relative frequencies)

Results

Wired

School cultureE

chan

ge d

e m

atér

iel

& p

répa

ratio

ns

Ech

ange

s su

rle

s TI

C e

n cl

asse

Out

ils fo

nctio

nnel

s

Acc

ès

aux

outil

s su

ffisa

nt

Acc

ès é

quita

ble

Sup

port

Tech

no-P

édag

ogiq

ue

Sal

les

TIC

ada

ptée

s

TIC

= im

porta

nt

Sou

tien

par

la d

irect

ion

Aid

e pa

r col

lègu

es

Moy

ens

finan

cier

s

Strongly agreeAgree

Neutral

Disagree

Strongly disagree

(average scores)

Results

Neutral

National digital education policy

Visi

on c

laire

21st

cen

tury

Mis

e

à di

spos

ition

des

outil

sné

cess

aire

s

Form

atio

ns

cont

inue

sad

apté

es

Bud

gets

suffi

sant

s

(average scores)

Results

Strongly agreeAgree

Neutral

Disagree

Strongly disagree

Proximal factors

Personal dataCompetencies:

Use of ICT Teaching with ICT

Private Use of ICTPedagogical &

Techno-pedagogical beliefs

Results

Private use of ICT: hardwareTé

léph

one

porta

ble

Sm

artp

hone

Des

ktop

Lapt

op

Tabl

ette

Con

sole

Jeu

x

>1/day

1/week

1/month

1/trimester

Never

(average scores)

Results

Private use of ICT: tasksC

omm

uniq

uer

avec

fam

ille/

amis

Pla

nifii

er/R

éser

ver

Vaca

nces A

chat

s

Adm

inis

tratio

ns

Lire

les

Info

s

Joue

r

Par

tage

r Pho

tos

Reg

arde

r Vid

éos

Pro

duire

/Par

tage

rVi

déos

Che

rche

rIn

form

atio

ns

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

ICT competenciesE

n gé

néra

l

Trai

tem

ent d

e te

xte

Tabl

eur

Pré

sent

atio

n

Cou

rrie

l

Rec

herc

he In

tern

et

Pro

duire

Mul

timéd

ia

Expert

Advanced

Average

Beginner

No clue

(average scores)

Results

EdTech competencies

Ens

eign

er

avec

les

TIC

Sou

teni

rap

pren

tissa

ges

avec

les

TIC

Bur

eaut

ique

Ens

eign

er le

s TI

C

Initial TrainingContinuous Training

(average scores)

Results

Strongly agreeAgree

Neutral

Disagree

Strongly disagree

Pedagogical beliefsMixed positions

No clear dichotomy separating teachers

Problem with our items?

Results

Techno-pedagogical beliefsS

'occ

uper

en a

ttend

ant

Jeux

Edu

catif

s

Exe

rcic

er

Tuto

riels

Che

rche

rde

s in

form

atio

ns

Col

labo

rer

Com

mun

ique

r

Pro

duire

Pub

lier

Learning ParadigmTeaching Paradigm

(average scores)

Results

Strongly agreeAgree

Neutral

Disagree

Strongly disagree

Techno-pedagogical attitudesLi

mite

r les

TIC

à l'é

cole

Pas

bes

oin

des

TIC

Pro

gram

me

trop

char

gé

Trav

ail a

vec

TIC

dést

abili

sant

App

ort p

édag

ogiq

ue

des

TIC

Rap

port

au s

avoi

rtra

nsfo

rmé

Out

ils in

disp

ensa

bles

Arguments against Arguments in favour

(average scores)

Results

Strongly agreeAgree

Neutral

Disagree

Strongly disagree

EdTech practicesTeacher-centred: Instruction

Learner-centred: Inquiry-based

Hardware used

Software used

Course preparation

In the classroom

Evaluation




Results

EdTech practices

• Administratives tasks

• Course preparations

• Use of ICT in classrooms • ICT-supported teaching • ICT-supported learning

• Student evaluations

Results

Administratives tasksN

oter

les

prés

ence

s/ab

senc

es

Info

rmer

les

élèv

es

des

devo

irs à

dom

icile

Insc

rire

les

note

s

Com

mun

ique

rav

ec le

s él

èves

Com

mun

ique

r ave

cla

hié

rarc

hie

scol

aire

Com

mun

ique

rav

ec le

s co

llègu

es

Info

rmer

les

pare

nts

Com

mun

ique

rav

ec le

s pa

rent

s

Teni

run

jour

nal d

e cl

asse

Site

web

cla

sse/

écol

e

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

Communication

Course preparations: SearchM

e do

cum

ente

r

Che

rche

r des

text

es

Che

rche

r des

imag

es

Che

rche

r des

vid

éos

Che

rche

rde

s an

imat

ions

Che

rche

r des

scén

ario

s di

dact

ique

s

Che

rche

r des

tâch

es d

'app

rent

issa

ge

Che

rche

r de

s ré

pons

es

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

Course preparations: ProduceP

rodu

ire E

xerc

ices

Pro

duire

Pro

blèm

es

Pro

duire

Vid

eo

Pro

duire

Aud

io

Pro

duire

Slid

es

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

Worksheets

Course preparations: Share

Pré

para

tions

de le

çon

Fich

es d

e tra

vail

Res

ourc

es

mul

ti-m

édia

Doc

umen

tatio

ns

& R

éfle

xion

s

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

In class: Teacher (hardware)D

eskt

op

Lapt

op

Pro

ject

eur

Tabl

ette

Sm

artp

hone

App

arei

l Pho

to

Cam

éra

Vidé

o

Sca

nner

Impr

iman

te

Impr

iman

te 3

D

Tabl

eau

Inte

ract

if

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never


In class: Students (hardware)D

eskt

op

Lapt

op

Pro

ject

eur

Tabl

ette

Sm

artp

hone

App

arei

l Pho

to

Cam

éra

Vidé

o

Sca

nner

Impr

iman

te

Impr

iman

te 3

D

Tabl

eau

Inte

ract

if

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

In class: Teacher (ICT Literacy)O

S

Cla

vier

& S

ouris

Logi

ciel

s de

bas

e

Impr

imer

Util

iser

pér

iphé

rique

s

Term

es in

form

atiq

ues

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

In class: Teacher (activities)D

émon

stra

tion

Illus

tratio

n

Sim

ulat

ion

Imita

tion

Com

préh

ensi

on

Sou

tien

de

mon

exp

osé

Com

men

ter /

Ann

oter

des

trava

ux

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never


In class: Students (activities)R

éalis

er d

es c

alcu

ls

Sau

vega

rder

des

info

rmat

ions

Rat

trapa

ges

Aut

omat

iser

App

rend

re q

uelq

ue

chos

e de

nou

veau

Jeux

édu

catif

s

Rés

oudr

e de

s pr

oblè

mes

Rec

herc

her d

es

info

rmat

ions

com

plém

enta

ires

Com

pare

r diff

éren

tes

sour

ces

Ann

oter

& C

omm

ente

rde

s do

cum

ents

Pro

duire

des

dia

gram

mes

Com

pren

dre

de n

ouve

aux

conc

epts

Org

anis

er le

urs

idée

s

Rec

herc

her l

e se

ns d

'un

mot

Org

anis

er d

es in

form

atio

ns

extra

itesd

e do

cum

ents

Pro

duire

un

docu

men

t

Pré

sent

er d

es in

form

atio

ns

Eva

luer

la q

ualit

é d'

un p

rodu

it

Col

labo

rer a

utou

r d'u

ndo

cum

ent c

omm

un

Pub

lier

Com

mun

ique

r

Man

ipul

er d

es s

imul

atio

ns

Exp

lore

r des

env

ironn

emen

ts

Doc

umen

ter l

eurs

appr

entis

sage

s

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never

Inquire & Produce

Student Evaluations

She

ets

to p

rint

Onl

ine

test

s

(average scores)

Results

>1/day

1/week

1/month

1/trimester

Never


■ 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


■ Teachers are aware of the importance and relevance of 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


■ 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


■ 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


■ 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


■ How to nurture a favourable educational technology school culture?

■ Teachers as “digital producers”?

■ How to develop effective teacher trainings (initial & continuous)?

Discussion

51


THANK YOU FOR YOUR ATTENTION!

QUESTIONS?

52

Contact

53

https://lu.linkedin.com/in/bobreuter

https://www.facebook.com/RReuterPhD/

http://staff.uni.lu/robert.reuter

@bobreuter

[email protected]


https://lu.linkedin.com/in/bobreuter

https://twitter.com/bobreuter

Exploring the uses of ICT in education: A national survey ... · Exploring the uses of ICT in...

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