Searching for the effect of multiple uncontrolled interventions in BRMS

We search for the effects of 8 different (uncontrolled) interventions (1intervention per school) on the sub-concepts of learner’s (4th to 8th grade)motivation, self-regulation, and ICT competency data over the past threeyears. Data marking for intervention (yes/no), ICT competence of teachersand the presence of specially trained teachers are added to the formulas.Assessment of ICT competency in 3rd grade can be used as prior. Smoothsillustrate if the (motivation or self-regulation) concepts grow over timegrouped by intervention, school or grade. Grades are nested within schoolsand data is grouped by student. Are we missing anything

Measuring the Development of ICT Skills for Personalized Learning:Developing an Instrument for Dutch Primary Education

Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these 9 iXperium schools, multidisciplinary design teams (consisting of primary school teachers and principals, teachers and students of the teacher-training program of a Dutch university of applied science, researchers from a Dutch university, and external ICT experts) design and research integrated interventions for PL with ICT. We defined personalized learning conditions before filtering the twenty-four learning objectives needed to measure development in personalized learning using ICT. The final questionnaire consists of thirty-three questions to cover the learning objectives. The validity and reliability of our questionary are analyzed in six steps. Cognitive validity (1) and a response model (2) are reported based on literature and a pilot with three iterative rounds of interviews (n=19). Internal constancy (3), confirmatory factor analysis (4), coefficient H (5) are reported after the first run of the questionnaire (n=800), and a test-retest alpha is reported after the second run of the questionnaire (n=800)

Development and validation of a test for measuring primary school students' effective use of ICT:The ECC-ICT test

Background: A practical test that measures the information and communication technology(ICT) skills students need for effectively using ICT in primary education hasyet to be developed (Oh et al., 2021). This paper reports on the development, validation,and reliability of a test measuring primary school students' ICT skills required foreffectively using ICT (the ECC-ICT test).Objectives: Based on existing literature, three ICT use domains were identified foreffectively using ICT: Effective, collaborative, and creative use of ICT. For these threedomains, 24 corresponding teaching objectives were identified from a widely useddigital literacy framework. Thirty-four test items cover these teaching objectives inan online test.Methods: A mixed-method approach was used for the ECC-ICT test. Four pilotrounds (n=25) implemented qualitative interviews for cognitive validity and refining thetest items, followed by a qualitative usability study(n=6). Confirmatory factor analysis andANOVA provided quantitative insight into the large-scale test administration(n=575).Results and Conclusions: Composite reliability of our conceptual 3-factor confirmatorymodel showed that the test reliably measured primary school effective use ofICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT(ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internalconsistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below0.90) are good. ANOVA results show that mean test scores are higher for students inhigher grade levels (p < 0.001). The post hoc Bonferroni results show that mostgrade-by-grade comparisons are significant (p < 0.001)

Exploring the value of peer feedback in online learning for the provider

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide

The HeDiCom framework: Higher Education teachers’ digital competencies for the future

There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regarding dimensions and definition of digital competence. In a next step, similarities and differences between existing digital competence frameworks were identified. Based on the outcomes of the review and the framework comparison, a framework was developed in an iterative process through expert meetings with policy makers, experts in the field of educational technology, and validated with practitioners. The new framework includes four dimensions of teachers’ digital competencies: (1) Teaching practice, (2) Empowering students for a digital society, (3) Teachers’ digital literacy, and (4) Teachers’ professional development. The resulting Higher Education Digital Competence (HeDiCom) framework will provide guidance and clearer expectations of teachers’ digital competency. Ultimately, improving teachers’ digital competencies will contribute to improving the quality of digital competencies of the students