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
In primary education female teachers are overrepresented. In the IT sector males are overrepresented. IT is usually associated to masculinity. Is this relation in regards to IT also evident in...Show moreIn primary education female teachers are overrepresented. In the IT sector males are overrepresented. IT is usually associated to masculinity. Is this relation in regards to IT also evident in primary education? The use of Information Technology (IT) in primary education is increasing day by day. This research concerns the subject of IT in primary education. There has been an examination, whether there is a difference in attitude towards the use of IT between male and female teachers. This study was conducted among 231 teachers in primary education in the province of South-Holland. From the 231 teachers 79% was female and 21% male. The data was collected by students from Leiden University by means a questionnaire and a structured interview. The conclusion of this examination is that there is no difference in attitude towards the use of IT between men and women, but there is a difference in gender with regard to implementing IT tasks in education. IT tasks are used more by male teachers then their female counterparts. There is no relationship between the gender of the teacher and the attitude towards IT, but there is a strong difference between the gender and the use of IT. This means that the degree to which IT is used during the lessons can be predicted based on the attitude of the teacher in relation to IT. During class teachers use smart boards, student software methods and computers as IT resources. In some cases teachers use laptops, an IT room, I-pads or smartphones.Show less
ICT is getting more and more embedded in our society. Almost everyone has a computer or laptop of some sort these days. But how does this use of ICT translate into use in everyday classes? In...Show moreICT is getting more and more embedded in our society. Almost everyone has a computer or laptop of some sort these days. But how does this use of ICT translate into use in everyday classes? In schools ICT is getting used more often, but not every teacher uses ICT in the same way and same amount. Different background characteristics influence the teachers. The main goal of this study is to find out if, and which, characteristics influence the teachers in their use of ICT in the classroom. The research for this paper took place in 34 Dutch primary schools with a total of 225 participants that all filed out a survey about their background characteristics and their use of ICT in the class. After that ten of them were interviewed about how they think about ICT in the class. The quantitative survey shows that older teachers are less inclined to use ICT in their classrooms and that having children of their own does not make a difference in their use of ICT in the class. Working fulltime or part-time however, does make a difference. According to this study, teachers that work part-time are less inclined to use ICT in their classes. Even though personal characteristics do influence the use of ICT in the class, the qualitative interview shows that almost all teachers are very positive about using ICT in their class. They say for example that students learn better and the lessons have more variety when ICT is used.Show less
In Dutch society as a whole and via the education system, it can be seen that ICT is becoming a more popular medium for knowledge exchange. This study reviewed various background characteristics...Show moreIn Dutch society as a whole and via the education system, it can be seen that ICT is becoming a more popular medium for knowledge exchange. This study reviewed various background characteristics such as age, gender and years of experience of primary school teachers in relation to the educational use of ICT. A questionnaire was used and issued to 218 respondents in order to gather data to complete the quantitative analysis. The qualitative analysis consisted of 10 interviews, 5 with male teachers and 5 with female teachers. The results showed that male teachers and teachers under the age of 45 are more likely to use and apply ICT methods and tools in their lessons for a multitude of educational purposes. It could also be seen that the Smartboard tool was the most predominantly used tool by the teachers surveyed. In conclusion, the number of years of experience of the teachers seems not to be as significant as their gender and age when considering the extent to which teachers will elect to use ICT tools in the classroom.Show less
