Although the use of ICT in primary schools has increased the last ten years, ICT is still not used by all teachers. Several studies have tried to discover which factors influence ICT-attitude and...Show moreAlthough the use of ICT in primary schools has increased the last ten years, ICT is still not used by all teachers. Several studies have tried to discover which factors influence ICT-attitude and ICT-use by primary school teachers. The aim of this study was to examine the role of age and gender in ICT-attitude and ICT-use by primary school teachers in the Netherlands. Surveys have been taken from 213 teachers (49 male and 164 female) of whom 31 also have been interviewed. Quantitative and qualitative analyses have been done to examine the data. A chi-square test revealed no significant connection between gender and ICT-attitude. An independent t-test showed that there was a significant difference between the ICT-use of male and female teachers. Male teachers appeared to use ICT more often in the classroom than female teachers. A simple regression analyses revealed that age was no significant predictor of ICT-use. The explorative qualitative analyses of ten interviews showed that teachers had a positive ICT-attitude and liked to use ICT in the classroom. They developed their ICT-skills mainly by themselves and by unofficial activities within the school. In the interviews was no difference in ICT-use between males and females. These findings did not correspond with the results of the quantitative analyses. In order to improve professional development activities and ICT-use in the classroom, more research should be done to discover the complete amount of factors that underlay the ICT-attitude and ICT-use of teachers in primary schools.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
Het rendement dat het onderwijs uit ICT haalt is nog niet optimaal. Dit wordt veroorzaakt door veel factoren, zoals docentkenmerken, schoolkenmerken en achtergrondkenmerken van docenten. De huidige...Show moreHet rendement dat het onderwijs uit ICT haalt is nog niet optimaal. Dit wordt veroorzaakt door veel factoren, zoals docentkenmerken, schoolkenmerken en achtergrondkenmerken van docenten. De huidige studie heeft onderzocht wat de invloed is van leeftijd en ICT-houding van basisschoolleerkrachten op hun onderwijskundig ICT-gebruik en handelingsbereidheid om zich professioneel te ontwikkelen op het gebied van ICT. De respondenten in deze studie waren 230 basisschoolleerkrachten in de leeftijd van 21 tot en met 66 jaar, waarvan 49 mannen en 181 vrouwen. De ICT-houding, onderwijskundig ICT-gebruik en handelingsbereidheid van deze leerkrachten zijn gemeten door middel van een vragenlijst, ontwikkeld door de Universiteit Leiden. Het onderwijskundig ICT-gebruik is bovendien gemeten bij tien leerkrachten uit deze groep (3 mannen en 7 vrouwen) door middel van een kwalitatief interview. Een chikwadraattoets wees uit dat er geen significant verband is tussen leeftijd en handelingsbereidheid. Uit een t-toets bleek dat er ook geen significant verband is tussen leeftijd en onderwijskundig ICT-gebruik. Een enkelvoudige regressie analyse wees wel uit dat ICT-houding significant voorspellend is voor de mate van onderwijskundig ICT-gebruik (F(1,224)=64,70, p<0,01). Uit de kwalitatieve analyse is ten slotte gebleken dat bijna alle basisschoolleerkrachten een digibord gebruiken in hun lessen en computers of laptops gebruiken in de klas om leerlingen vaardigheden te laten oefenen.Show less
