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 major purpose of this study is to investigate the relationship between personal factors of teachers in primary education and their affective valences to participate in professional development...Show moreThe major purpose of this study is to investigate the relationship between personal factors of teachers in primary education and their affective valences to participate in professional development activities of educational ICT use. For this purpose, a questionnaire was distributed to teachers in primary education in the Netherlands (N = 211). A chi-square test was used to investigate whether there is a relation between gender and positive or negative valences. A t test for two independent samples was used to investigate if there was a difference in affective valences between young and old teachers. In addition, a simple linear regression is used to examine if ICT-attitude could be a predictor for the affective valences. The results show that there is no relation between male and female teachers and positive or negative affective valences. Furthermore, no significant difference has been found in affective valences between young and old teachers. The results of the simple linear regression show that ICT-attitude predicted a significant proportion of the variance of the affective valences. The second purpose of this study is to find out which affective valences teachers have regarding to participate in professional development activities of educational ICT use. This is investigated with semi-structured interviews. Teachers mentioned both positive and negative affective valences.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
