Predicting teachers' use of an educational system by intention, attitude and self-reported use

Acceptance studies are for organizations a means to gain insight into users’ perceptions of a (newly introduced) technology. However, the validity of an acceptance study might be limited (a) in the case where a technology can be used receptively (e.g. to download information) as well as generatively (e.g. to share knowledge); and (b) if actual use of the technology is not measured. For this study, different dimensions of actual use of an educational portal (number of logins, downloads, uploads, reactions and pageviews) of 864 teachers were collected on two occasions (T1 and T2), and linked to their responses on an acceptance questionnaire based upon scales of TAM and TPB (taken at T1). Two research questions were put forward: (1) which dimensions of actual use can be predicted by attitude, intention and self-reported use; and (2) which factors discern the uploaders from the non-uploaders. Regression analyses showed that receptive use (logging in, downloading and browsing) could be predicted by attitude, intention and self-reported use, with variance explained ranging between .13 and .16; whereas generative use (uploading and reacting on contributions of other teachers) could not be predicted (Adj. R2 between .01 and .04). Logistic regression showed that the more positive teachers’ attitudes towards the portal are and the higher their perceptions of control; the more likely they will upload information onto the portal. This study is a call for more research on the factors that influence different dimensions of actual educational technology use

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which student- and class-level characteristics are related to sixth-grade students' listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multilevel design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed significantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students' listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made

Measuring ICT use and contributing conditions in primary schools

Information and communication technology (ICT) use became of major importance for primary schools across theworld as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teachingandlearning

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

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