exploring the uses of ict in education: a national survey ... · exploring the uses of ict in...
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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
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
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
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
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
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
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
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
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
Distal Factors
Proximal Factors
EdTech Practices
EnablingInhibiting
EnablingInhibiting
Model
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
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
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 of the Ministry of Education (SCRIPT-INNO & SCRIPT-ADQS)
Research method
12
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
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
Administratives tasks
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
ICT as a content of learning
ICT as a tool for learning & teaching
Research method
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
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
Administratives tasks
ICT as a content of learning
ICT as a tool for learning & teaching
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
Directed Instruction
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
Directed Instruction
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
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
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ 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
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
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
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
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
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
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
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu