Monitor for ICT Integration in Flemish Education (MICTIVO) : research set-up and some preliminaries

MICTIVO is a monitoring tool to evaluate ICT integration in the formal Flemish education. It was first conducted in 2008, based on a literature review of several European monitors for mapping the adoption and diffusion of technology for teaching and learning purposes to evaluate the return on investment and effects of ICT on educational practice. The tool consists of different aspects concerning ICT: infrastructure and policy, perceptions, competences and integration at micro-level. In 2008, MICTIVO was tested a first time, the indicators for the different components were validated and empirically tested. In 2013 and 2018 a follow up study was conducted to monitor the current state of ICT integration. The scale and breadth of MICTIVO makes it possible to get representative information on the status of ICT integration in Flanders and the evolution of trends through time

Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools

El conocimiento didáctico del contenido en el dominio de la lengua extranjera y la segunda lengua: una revisión de la literatura científica

In this systematic review, 17 articles were analyzed focusing on three research questions: (1) How is pedagogical content knowledge (PCK) conceptualized in empirical research on foreign and second language (FL/L2) education? (2) How is PCK studied in empirical research on FL/L2 education? (3) What are the main conclusions of empirical research on FL/L2 education? An overview of the most important research findings does not reveal generalizable conclusions from research on FL/L2 PCK. The research domain is characterized by a variety of conceptualizations and research methods.En esta revisión sistemática, se analizaron 17 artículos enfocando tres preguntas de investigación: (a)¿Cómo se conceptualiza el conocimiento didáctico del contenido (CDC) en la investigación empírica de la educación de la lengua extranjera y la segunda lengua (LE/SL)? (b)¿Cómo se estudia el CDC en la investigación empírica de la educación de LE/SL? (c)¿Cuáles son las principales conclusiones de la investigación empírica de la educación de LE/SL? La revisión de los resultados de investigación más importantes de la investigación de LE/SL CDC no revela conclusiones generalizables. Esta área de investigación es caracterizada por una variedad de conceptualizaciones y de métodos de investigación

Betrokken, voorbeeldig, proactief: ICT-integratie in de lerarenopleiding

Naar aanleiding van een evaluatie van ICT-integratie in Vlaanderen waaruit blijkt dat er meer dan dringend nood is aan professionalisering van leraren, worden drie benaderingen geschetst. Elke benadering reflecteert een eigen visie op de (toekomstige) rol van ICT in het onderwijs

Editorial: Effectiveness of instructional interventions in higher education

Editoria

Misconceptions of Upper-Secondary School Students on Doing Behavioral Sciences Research

With its long tradition, research on misconceptions helps to understand how concepts are learned and how learning in the disciplines can be supported. Up to now, research on misconceptions has focused on natural sciences, while research on misconceptions in behavioral sciences is scarce, not to say absent. In this study an attempt was made to reveal upper secondary school students’ misconceptions on doing research in behavioral sciences. The starting point for the study were research proposals of upper secondary school students. As part of a larger study, students were asked to write a research proposal in maximum two pages. A two-steps approach was adopted in the analysis of these research proposals. First, using a codebook containing both deductive and inductive codes, two-pagers were analyzed in order to identify ‘errors’. In a second step, an interpretative analysis aimed at inferring potential misconceptions underlying these errors. The study can be considered as a starting point for research on misconceptions in behavioral sciences which is currently missing in the field