ICT has become increasingly integrated into daily life: WiFi spots are available in every public place and social media are very popular. However, the usage of ICT within primary education is more...Show moreICT has become increasingly integrated into daily life: WiFi spots are available in every public place and social media are very popular. However, the usage of ICT within primary education is more variable: Some teachers utilize ICT more extensively than others. This paper provides the results of quantitative and qualitative research conducted on ICT usage within primary education in The Netherlands. Research questions were answered, to answer the following question: What factors motivates a primary school teacher to use ICT in their lessons? The research questions that were used to give an answer were: What is the relation between ‘frequency of participation’ and ‘readiness for action’ (chi-square)? Is there a difference in educational ICT-use between men and women (t-test)? Does ICT-attitude predict the educational ICT-use (linear regression)? What factors stimulate/limit the PrOnt-activities of teachers? The study consisted of 218, randomly selected, respondents who work at a primary school in The Netherlands. Ten respondents were interviewed. The results were presented at the University of Leiden. The results of the research indicate that there are multiple factors that may influence ICT usage by a teacher. There was correlation to be found between gender and ICT usage, with men using ICT more often than women. Frequency of being a part of an activity and personal attitude are also factors that correlate with the usage of ICT. More research should be done to gain a deeper understanding of what is actually causing these correlations that have been identified.Show less
Abstract Education has the social task to prepare children for an increasingly digital society. Therefore, the use of ICT in primary education is becoming increasingly important. Within this study...Show moreAbstract Education has the social task to prepare children for an increasingly digital society. Therefore, the use of ICT in primary education is becoming increasingly important. Within this study we analyzed the differences in the attitude towards ICT and the differences in the use of ICT between anthroposophic schools and mainstream schools. The quantitative analysis was conducted on data obtained through a questionnaire of 213 respondents and interviews with 10 teachers. The results show that teachers of anthroposophic schools have a less positive attitude towards the use of ICT in the classroom than teachers in mainstream schools. In addition, it is shown that there is a connection between this attitude towards ICT and the level of school’s ICT facilities and the use thereof in the classroom. Teachers in anthroposophic schools have fewer ICT facilities available to them than teachers in regular schools. The study also shows that, on average, teachers in anthroposophic schools use ICT less frequent in their classroom and use ICT in a different way than teachers in mainstream schools.Show less
Abstract Many researchers are thinking about the best way to insert ICT-devices. The model for task-specific motivation from De Brabander & Martens is a complete model that explains which...Show moreAbstract Many researchers are thinking about the best way to insert ICT-devices. The model for task-specific motivation from De Brabander & Martens is a complete model that explains which factors influence the motivation from people to do something. In this research the beliefs from primary teachers has a central place. It explains why teachers do things, but you cannot predict the ICT-use from teachers when you know what their beliefs are. 220 respondents working in primary schools have had a questionnaire about their ICT experiences in school and their pedagogical beliefs. These data are used in this study. With some different tests is found what the relation is between beliefs, ICT-use and development in ICT-skills. For more specific information are ten people interviewed about ICT-use and professional development. The influence from beliefs on ICT-use is important, but small.Show less
Onderzocht is de invloed van leeftijd en gezinssituatie van de leerkracht op de affectieve valenties ten aanzien van onderwijskundig ICT-gebruik. Aan dit onderzoek deden 211 leerkrachten van het...Show moreOnderzocht is de invloed van leeftijd en gezinssituatie van de leerkracht op de affectieve valenties ten aanzien van onderwijskundig ICT-gebruik. Aan dit onderzoek deden 211 leerkrachten van het regulier basisonderwijs mee, waarvan 162 vrouwen en 49 mannen. Bij de leerkrachten zijn vragenlijsten en interviews afgenomen. Deze zijn met behulp van kwalitatieve en kwantitatieve methoden geanalyseerd. Na deze analyse kan vastgesteld worden dat de gezinssituatie geen significante invloed heeft op de frequentie van onderwijskundig ICT-gebruik. Het verschil in affectieve valenties tussen jongere en oudere leerkrachten ten aanzien van onderwijskundig ICT-gebruik blijkt niet significant te zijn voor de positieve affectieve valenties, echter wel significant voor de negatieve affectieve valenties. Verder blijkt er een significant positief verband te zijn tussen onderwijskundig ICT-gebruik van de leerkracht en de positieve affectieve valenties van de leerkracht ten aanzien van ICT en een significant negatief verband voor de negatieve affectieve valenties. Uit de kwalitatieve data blijkt, tegen de verwachting in, dat het grootste deel van de leerkrachten positief is over onderwijskundig ICT-gebruik. Nader onderzoek naar de leeftijd van de kinderen binnen het gezin kan uitwijzen of er invloed is op het onderwijskundig ICT-gebruik van de leerkracht.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
In this study a difference in the use of educational ICT between young and older teachers was examined in multiple areas. Therefore 226 teachers from various schools in the Netherlands did a...Show moreIn this study a difference in the use of educational ICT between young and older teachers was examined in multiple areas. Therefore 226 teachers from various schools in the Netherlands did a questionnaire. Furthermore ten teachers from this sample were interviewed. The subjects of the questionnaires and the interviews were about the attitude towards the use of educational ICT, the way ICT was used, the degree of ICT use and the performance of carrying out ICT support tasks. Data were analyzed through various quantitative analyses, and qualitative analysis. The analyses showed that there is a difference between young and older teachers in the use of educational ICT. The young teachers have used the same amount of educational ICT and performed as many educational tasks as older teachers, but in a different way and with a different attitude towards the use of educational ICT. Consequently, the attitude towards ICT should change along with the innovations in ICT. Thereby all the education in the field of ICT simultaneously will be gathered simultaneously.Show less
The central question in this research is whether gender, work experience and affective valences of teachers in primary education influence the educational use of ICT. In this research 226 teachers...Show moreThe central question in this research is whether gender, work experience and affective valences of teachers in primary education influence the educational use of ICT. In this research 226 teachers were asked to complete a survey and also ten teachers were interviewed. To analyse the questions the chi-square test, the independent t-sample test, the regression analyses were used and we did a qualitative analyse of some interviews. The conclusion is that there was no difference found between men and women and the affective valences they have about ICT. Also the number of years of experience does not affect the educational use of ICT in their classroom. The affective valences of the teachers do influence the educational use of ICT. The more positive a teacher is about the educational use of ICT, the more they use it in class. Also the opposite was founded. For further research it is important not only to look at individual factors of teachers, also school characteristics can influence the use of ICT in education.Show less
The purpose of this research was to find whether the personal factors age, ICT attitude and feeling of personal competence affect the educational ICT use of Dutch teachers at primary schools in the...Show moreThe purpose of this research was to find whether the personal factors age, ICT attitude and feeling of personal competence affect the educational ICT use of Dutch teachers at primary schools in the Netherlands. Another goal was to find how those teachers exactly use ICT during their workday. By using questionnaires of 209 Dutch teachers and semi-structured interviews with ten of them, it became clear that young teachers held a more positive attitude towards ICT related developments in their classrooms than older teachers, because they had a more positive ICT attitude and a greater feeling of personal competence than their older colleagues. Old teachers view the possibility of creating a more personalized educational sphere for every child as a positive result of the increasing level of ICT use in the classrooms, but they also fear that an increased use of ICT eventually will lead to less social interaction in the classrooms. Since almost all schools already have invested in Smartboards, computers and laptops, nearly all teachers make use of digital learning methods to educate their students.Show less
The contribution made by advances in technology to modern society has been significant. One key area in which we are seeing growth in the use of technology is in the educational sphere. This study...Show moreThe contribution made by advances in technology to modern society has been significant. One key area in which we are seeing growth in the use of technology is in the educational sphere. This study focused on primary school teachers in the Netherlands, concentrating on the different characteristics of teachers in relation to technology use in the classroom. The characteristics investigated were; gender, the particular grade being taught and affective valences towards technology. Both qualitative and quantitative approaches were used to conduct this study; a questionnaire was filled in by 220 respondents and 10 respondents were interviewed. The findings showed that gender had no effect on the likelihood of using technology in the classroom. but teachers teaching higher grades were more likely to use technology. In addition to this teachers who had negative affective valences toward technology were more likely not to use technology. Surprisingly, teachers with positive and neutral affective valences toward technology showed no difference in actually using technology.Show less
