Facteurs associés à l'intégration stratégique des TIC par le personnel enseignant

Le présent mémoire porte sur l'analyse des facteurs qui incitent le personnel enseignant au primaire et au secondaire à faire une intégration stratégique des technologies de l'information et de la communication (TIC). Lors de nos visites dans les écoles au Québec et au Luxembourg, nous avons remarqué qu'une partie des enseignants et des enseignantes, en faible proportion, réussissent à faire une telle intégration. L'objectif de cette recherche est d'identifier les facteurs qui tendent à avoir une influence sur ce phénomène, de saisir leur rôle et de comprendre comment ils opèrent. Dans une première partie, nous décrivons l'influence des TIC sur la société et analysons en quoi les technologies peuvent constituer un apport substantiel dans le processus de l'apprentissage. Par la suite, nous définissons le rôle du personnel enseignant dans l'intégration des TIC et nous démontrons qu'il y a une grande variabilité sur ce plan chez le personnel enseignant, tant au niveau primaire que secondaire. Quant au cadre théorique, il présente une définition de"l'intégration stratégique des TIC" basée sur les caractéristiques du paradigme de l'apprentissage et des cinq potentialités des TIC dans un contexte éducatif

Moving beyond the Lecture: Towards Collaborative Inquiry-Based Learning with Big Questions

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and (2) that a lot of them, when in their 4th year, had forgotten most of these theoretical foundations. These considerations have driven us to rethink & redesign our teaching methods and how we assess students learning outcomes. Our pedagogical approach combines various learning & teaching methods that require students to actively and collaboratively construct meaningful knowledge and share it in a community of learners using an online digital portfolio. Overall, we are quite satisfied with our teaching approach but will have to improve our formative assessment practices and will have to set up a digital portfolio solution that is more reliable and leads to greater user satisfaction

The use of iPads in Kindergarten: An exploratory survey study

The educational technology support team of the city of Luxembourg deployed 60 iPads, in a pilot phase during the school year 2014-2015, in around 120 Kindergarten classes. In order to assess whether this deployment was well received by teachers and whether it was worth extending it, we did an exploratory survey study that asked Kindergarten teachers about their reactions to the provided iPads. Moreover, we wanted to contribute to the existing body of research on enabling and hindering factors for the integration of ICT in education (Ertmer, 2005; Pelgrum, 2011). We did send out an email to about 210 Kindergarten teachers inviting them to participate in our study and answer various questions about their use or not of the provided iPads. A mix of open and closed questions were used. We first asked them whether they had used the iPads or not and depending on their answers they received a slightly different version of our survey. Both groups of respondents were asked to answer some questions not directly linked to the use of iPads in education: their gender, their age, the length of their work experience, how many children they have in their class, how competent they feel with using digital tools, what digital tools they use privately and for what purposes they use them, what digital tools (other than iPads) they use in their classes and for what purposes they use them, what they consider to be good teaching in Kindergarten. Those who said they had indeed used the iPads were then asked how they had prepared themselves before using the iPads in class, why and for what purposes and for which learning & teaching activities they had used them (Leclercq & Poumay 2005), what they had expected from their use, what problems, issues and challenges they had faced, if they would want to use them more / differently in the future, what they would need to wore more / better with iPads and whether they would be willing to offer professional development sessions to other teachers. Those who said they did not use the provided iPads were asked why they did not use the iPads, if they had thought about the use of iPads in education, if they had heard about it from colleagues, under which conditions they might consider to use them, how they would prepare themselves in case they would plan to use iPads in their class, if they wanted to visit colleagues and observe how they use them, for what purposes and activities they might want to use them, how they would use them, and what effects they would expect the iPads to have on their pupils and on their teaching. Overall, 91 teachers filled out the survey, 63 claiming they had (at least once) used the provided iPads in their class and 28 saying they never used them. Results will be presented at the conference and discussed in terms of teacher believes about the usefulness of tablets and digital technologies (Tondeur, Hermans, van Braak & Valcke, 2008), and more specifically how first-order and second-order barriers impact Kindergarten teachers decisions to integrate mobile ICT in their classrooms, or not (Lui & Pange, 2015)

Preparing Future Teachers for Strategic Uses of Educational Technology: A Project-Based Approach

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses of ICT in education in Luxembourgish schools, the self-declared lack of competencies and the low confidence of teachers when it comes to teaching with ICT (Reuter, Busana & Linckels, 2016), we have designed, implemented and tested a project-based approach to the development of practice- oriented TPACK in pre-service teachers. Future teacher students are instructed to define an educational problem they want to solve, to explore existing pedagogical and technological solutions and to design an original solution that involves the strategic use of ICT (theoretically grounded and practically meaningful). They then have to implement the designed learning & teaching scenario in a classroom, to document the teaching & learning processes, to analyse, evaluate and to critically reflect them. Finally, they are required to write a structured report about their project and to present it to their peers and to interested teachers from schools. Overall, we observe that while most students become able to design and implement relatively meaningful educational technology practices, they still tend to feel that they are not ready to teach with technology in a more general sense, because their work was focused on one or two tools and does not give them access to a broader range of meaningful ICT-enriched teaching scenarios for their later professional career

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

This study aims at documenting current educational technology practices in Luxembourgish public schools and to better understand them in terms of various internal/proximal and external/distal enabling factors and barriers. It is supposed to serve as a guide for current digital education policies, strategies and actions and to assess their effects in the near and mid-term future. Therefore, an online survey was designed and deployed to all primary and secondary school teachers asking (mostly multiple choice) questions about a variety of proximal and distal influence factors and about ICT-supported pedagogical practices of teachers. Results show that teachers are willing to integrate ICT in education, that they are aware of its importance, that they feel comfortable to use ICT in everyday, but not prepared to use them for educational purposes. ICT-supported teaching remains rather teacher-centered. This has important implications for teacher training and on digital education strategies to be implemented

Internships in Times of Crisis: Collaborative production of instructional videos at a distance

The Bachelor in Educational Sciences (BScE) at the University of Luxembourg offers a thorough and demanding teacher training program that combines academic and practical knowledge. As in many other initial teacher training programs, internships are a key part of each semester in the BScE. In the face of the COVID-19 health crisis, this essential part of our teacher training program could not be maintained. Indeed, the schools were closed, and the pupils were taught at a distance by their teachers. We therefore had to quickly innovate and set up alternative learning activities that best met the objectives of the internships. We thus asked our students to design and produce educational videos, in dyads, for the country's schools. The aim was to enable our students to develop the necessary skills to produce such learning resources and to make them available to schools via the Internet. We will describe, analyse and evaluate the scheme and the videos that were produced. We will also discuss possible lessons learned that might lead to adaptations in our training program

Value of Technology in Education: Exploring Factors Associated with Value Beliefs of Fundamental School Teachers in Luxembourg through a Survey Study

Information and Communication Technologies have impacted every business in the last decades. Education, as part of the knowledge business, has acknowledged the digital revolution and educational policy makers have tried to harness the powers of these new tools and to address the associated challenges, with more or less success. In Luxembourg, we have seen several attempts to help schools to strategically integrate ICT into everyday pedagogical activities. However, teacher beliefs associated with value of using technology (value beliefs) are rather understudied. The aim of this study was to document and understand technology acceptance of teachers to ensure successful technology integration. Quantitative data was collected through a survey of 127 teachers and analyzed through a mixed-method approach. Findings revealed both the dependence of value beliefs on perceived ease of use, subjective norms and a pedagogical approach and their independence from gender, age, experience, and school subject

Understanding factors affecting fundamental school teachers' use of technology in Luxembourg through a survey study

peer reviewedOver the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.4. Quality educatio

PIAF : développer la Pensée Informatique et Algorithmique dans l'enseignement Fondamental

Version étendue d'un article présenté au colloque Didapro8.Dans cet article, nous présentons les objectifs et premières réalisations du projet PIAF soutenu par l'Union Européenne et visant à développer l'apprentissage de la pensée informatique et algorithmique dans l'enseignement fondamental. Ce projet rassemble des chercheur·e·s en sciences de l'éducation et en informatique, provenant de quatre pays (Allemagne, Belgique, France et Luxembourg), autour du thème de la formation des enseignant·e·s. Plus concrètement, il s'agit de dénir un cadre (référentiel de compétences, scénarios pédagogiques) permettant aux enseignant·e·s de (i) s'approprier le concept de pensée informatique et algorithmique et de (ii) mettre en ÷uvre des activités d'apprentissage favorisant le développement de cette pensée chez l'enfant