The question ‘What factors play part in affective valences in the use of ICT in teaching?’ was addressed to 218 teachers of primary schools in the Netherlands. With a two track research design was...Show moreThe question ‘What factors play part in affective valences in the use of ICT in teaching?’ was addressed to 218 teachers of primary schools in the Netherlands. With a two track research design was attempted to find the answers to four sub questions. Three out of the four questions were answered with data gathered from a quantitative research method, a survey. Hereupon three tests were applied. One to analyze the relation between gender and ICT-attitude; one to analyze the gender differences in affective valences; and one to analyze the correlation between sense of autonomy and affective valences. The fourth research question was answered with data from a qualitative research method. In ten interviews information was gathered to find out if gender and sense of autonomy play part in affective valences regarding to the use of ICT is in teaching. About sense of personal autonomy, men and women are unanimously positive. But remarkably, men showed more negative feelings about the use of ICT then women do. A nuance for this is that men also show more positive valences.Show less
The use of ICT can provide a positive contribution in many areas of education. Important for school boards is to find out the way they can promote ICT in education. The purpose of this study was to...Show moreThe use of ICT can provide a positive contribution in many areas of education. Important for school boards is to find out the way they can promote ICT in education. The purpose of this study was to test whether there is a link between schoolfactors and the degree of educational use of ICT by the teacher. Treated schoolfactors are the present facilities, participation in professional development activities in the field of ICT and the subjective norm. This study consists of quantitative and qualitative research methods. For the quantitative study 216 teachers have completed a questionnaire. For the qualitative study 10 teachers are interviewed. Through statistical tests the expected relationships between school factors and the use of ICT by the teacher are tested. The results reveal that a high number of computers in the classroom results in a high degree of educational use of ICT by the teacher. Also, the results showed that teachers who regularly participated professionalize activities in the field of ICT in higher degree use ICT in their lessons. Finally, it appears that the opinion of colleagues attending professional development activities can predict participation in these activities. It concerns a weak link. However, the qualitative analysis shows that the majority of teachers indicated to be influenced in some degree by opinions of colleagues. The conclusion is that there is a visible link between school factors and the educational use of ICT by the teacher.Show less
The use of Information Technology (IT) is quickly growing in education. There are no legal agreements about the use of IT in primary schools in the Netherlands. Students deserve an equal chance in...Show moreThe use of Information Technology (IT) is quickly growing in education. There are no legal agreements about the use of IT in primary schools in the Netherlands. Students deserve an equal chance in society and therefore an equal chance in education. To gain insight on how IT is implemented in Dutch primary education research has been done on the differences with regards to IT-use and attitude between first and second year teachers (N = 54) and teachers years 3 to 8 (N = 149). A questionnaire was distributed to primary school teachers in the Netherlands. Ten teachers also participated in interviews. The constructs to probe the key question were: IT-use, IT-attitude and IT-media. By means of qualitative research the interviews were analysed. The quantitative methods which were used in the research are: Chi-square test, t-test and regression analysis. It was expected that first and second year teachers would use less IT than the other teachers. The results however seem to contradict this. It may be concluded that first and second year teachers use significantly less IT in their lessons, whilst on the other hand they do not have significantly less IT-media available. Another aspect of the research was how IT-use was influenced. It can significantly be concluded that a positive IT-attitude promotes the use of IT.Show less
The main purpose of this study is to find out which factors influence educational use of ICT by primary school teachers and the role of their colleagues in the use of ICT. This is relevent, because...Show moreThe main purpose of this study is to find out which factors influence educational use of ICT by primary school teachers and the role of their colleagues in the use of ICT. This is relevent, because the educational use of ICT creates a greater amount of information, and this information can be adapted to the needs of each student. The examined factors were the differences in use of ICT between teachers who do feel and teachers who do not feel personal connected with their colleagues and the differences between male and female teachers. A quastionnaire is designed to measure these factors, with the addition of a semi-structured interview. Data was used from 220 random selected Dutch primary school teachers. Also ten of these teachers were interviewed. The results of the quastionnaires are analyzed by a quantitative section and the results of the interviews by a qualitative section. According to the expectations, the results showed that male teachers signifantly make greater use of ICT for educational purposes than female teachers. The results also showed that teachers who do feel connected with their colleagues make more use of ICT than teachers who do not feel connected with their colleagues. Results also suggested that there could be differences in the use of ICT between teachers with many and less ICT experience. This is something for further investigation.Show less
This research was conducted on 32 schools spread across different cities in the Netherlands. A survey and an interview were used to answer the following question: ‘To what extent does the grade...Show moreThis research was conducted on 32 schools spread across different cities in the Netherlands. A survey and an interview were used to answer the following question: ‘To what extent does the grade influence the ICT-attitude and educational use of ICT by the teachers?’ Of the 217 respondents that filled out the survey, ten were also interviewed. This research consisted of three quantitative and one qualitative method. At first the relation between gender and being a senior or junior grade teacher was investigated using a chi-square test. The results showed there were more male teachers in senior grades. Secondly, the difference in ICT-attitude and the educational use of ICT between teachers of the senior and junior grades was measured with a t-test. There was no difference between senior and junior grade teachers with regards to their attitudes towards ICT. However, there was a difference in the educational use of ICT when comparing these two groups of teachers. Thirdly, the influence of ICT-attitude on use of ICT was investigated by using the simple linear regression method. ICT-attitude was a good predictor of educational use of ICT. Lastly, the use of ICT of senior and junior grade teachers was measured using quantitative analysis. The results showed that the use of ICT was comparable to the existing literature on this subject. The data also showed that men use ICT for education in more ways than women. Additionally the research showed that senior grade teachers use ICT more when compared to the junior grade teachers.Show less
