Educational research and innovation: The case of technology integration

Jo TondeurUniversity de Luxembourg

6th May 2015  

ContentsIntroduction

ICT-use in education

Determinants -  Teacher characteristics -  School characteristic

In-service training Towards a linking science References

 

@jotondeur ugent.academia.edu/JoTondeur

Research approaches

ICT-use in education

 

Research approaches

ICT & Education: two worlds apart?

Concept paper (1)

Technological Pedagogical Content Knowledge Review study (2)

Different types of ICT-use in primary education

Survey study (3)

Learning tool

Information tool

Technical skills

Into the black box of ICT in education

Cases under magnifying glass

•  John –  56 year, 5th grade, 35 years teaching experience

•  School: –  No ICT plan, –  PC lab with laptops, –  PC’s in class, projectors

•  Observed lesson : –  Learning history using digital mind maps

.

S#mulated  recall  interviews  (4)  

9

1.  Pupils  have  a  posi#ve  a;tude  towards  ICT,  and  are  willing  to  use  ICT  to  support  their  own  learning  process.  

2.  Pupils  use  ICT  in  a  safe,  responsible  and  effec#ve  way.  3.  Pupils  can  work  independently  in  a  ICT  enriched  learning  

environment.  4.  Pupils  can  learn  independently  in  a  ICT  enriched  learning  

environment.  5.  Pupils  can  use  ICT  to  elaborate  their  ideas  in  a  crea#ve  way.    6.  Pupils  can  use  ICT  to  search  for,  process  and  store  digital  

informa#on.  7.  Pupils  can  use  ICT  to  present  informa#on  to  others.  8.  Pupils  can  use  ICT  to  communicate  in  a  safe,  responsible  and  

effec#ve  way.    

ICT attainment targets for primary education qualita#ve  cross-­‐case  document  analysis  (5)  

A performance based ICT competence test (6)  

ICT-use in education

 

Research approaches

Concept paper

Review study Survey

Stimulated recall interviews Performance based-tests

Multidimensional approach

Different types of hard/software

Different ways to use ICT (TPACK)

Document analysis

Impact ICT curriculum

Observations

Determinants of ICT-integration in education

 

Research approaches

1st 2nd 3th 4th 5th 6th Grade level

0.00

2.00

4.00

6.00

8.00

10.00

12.00 Supportive use of ICT Class use of ICT

Explaining differences between teachers

Hours / week

1 6 11 16 21 26 31 36 41 46 51 56 62

Schoolnummer

1.00

2.00

3.00

4.00

5.00

+ differences between schools

Hours / week

Types of computer use

Cultural teacher characteristics

Structural teacher characteristics

Cultural school characteristics

Contextual school characteristics

How to explain?Survey study (7)

Basic skills

Learning tool

Information tool

School characteristics Availability of computers +++ Computers with Internet +++ Computers in the classroom ++ +++ Innovativeness ++ ++ ICT-policy ++ +++ ICT-training ++ Teacher characteristics Gender +++ Computer experience ++ Teacher centred beliefs + + - Pupil centred beliefs + +++ Innovativeness + ++

+ p < .05 ++ p < .01 +++ p < .001

17

Focus on pedagogical

beliefs  

•  Psychological understandings / propositions felt to be true (Richardson,  2003)  

•  Through multitudinous experiences (Nespor,  1987,  Pajares,  1992).    

•  Relatively stable

•  Act as a filter through which new knowledge & experiences are screened for meaning (Kagan,  1992)    

•  Underlie teachers’ planning, decision making, behaviour in the classroom (Fang,  1996).    

•  Teachers more easily accept innovations that are in accordance with their educational beliefs (Ertmer,  2005)

18

Pedagogical beliefs?

Traditionalism

Con

stru

ctiv

ism

Cluster 1

Cluster 3Cluster 4

Cluster 2

15

20

25

30

35

40

45

Information Tool Learning Tool Basic Skills

Cluster 1: Constructivist &Traditional Teaching profile

Cluster 2: Constructivist Teaching profile

Cluster 3: Traditional Teaching profileCluster 4: Undefined profile

Linking ICT use and educational beliefs Survey study (8)

*Reference list

   To synthesize the evidence on the relationship between teachers’ beliefs about teaching and learning and their technology uses    

20

 Method:  Meta-­‐aggrega)on  of  qualita)ve  evidence  •  Review  study  that  uses  as  data  the  findings  from  other  qualita#ve  

studies  based  on  the  same  topic  •  A  structured  and  process  driven  approach  to  review  quan#ta#ve  

literature  (cf.  Cochrane  and  Campbell  Collabora#on;  Hannes  et  al.,  2012)  

•  Three  step  process  (Hannes  et  al.,  2012)   1.  Extrac#on  of  findings  2.  Categorizing  of  findings  3.  Synthesizing  the  categories    

Qualitative Review study (9)

 

Exploring beliefs and ICT use as bi-directional relationship (see Haney et. al, 2002)

 >  Exposure  to  new  theories/prac#ce  is  not  enough  

Addressing beliefs as barriers and barriers related to beliefs and technology use (see Ertmer, 2005; Hermans et. al, 2008)  

>  Impact  of  barriers  on  expression/development  of  beliefs  >  Impact  of  beliefs  as  barriers  on  change  in  prac#ce      

     

21

Synthesised findings

Multidimensional approach to describing the relationship between beliefs and technology use

 >  In-­‐depth  analysis  of  the  nature  of  beliefs  profiles  and  different  types  of  technology  use  (in  specific  contexts)  

Including teacher beliefs in the professional development for technology integration    

>  Making  beliefs  explicit  >  Engaging  (preservice)  teachers  in  reflec#ve  examina#on  of  rela#onships  between  beliefs  and  prac#ce  (design  teams,  communi#es)  >  Benefits  of  hands-­‐on  experiences  

     

22

Synthesised findings

Intervention: ICT-policy planning Mixed-method case study (10)

0

10

20

30

40

50

60

70

80

Inno - vativeness

Supportive leadership

Goal - orientedness

ICT Planning

ICT support

Infra - structure

Influence of school characteristics Mixed-method study (11, 12)

Teachers from C1 Use sign. > ICT School policy!

“Despite the effort of the ICT co-ordinatior to set up a strategic plan, teachers are not aware of the specifics of the plan.” [Principal/School 17]

Designing new ICT activities: Teacher design teams

Authen#c  needs  

Learning  by  design  

Collabora#on  

Evalua#on  and  reflec#on  

TPACK  

Intervention study (12)

“Ongoing collaboration among educators produces teacher learning, and this ultimately improves teaching and learning”

(Levin, 2010, p. 110)

Own practice as a starting point (authentic learning) Improve practice (and hence student learning) Design as a core activity Collaboration: Share / generate knowledge about practice   Facilitate teacher/group learning (role of the coach)

Characteristics of teacher design teams

Delphi study (14)

Determinants of ICT-integration in education

 

Research approaches

Delphi study

Case study Surveys

Intervention study

Pedagogical beliefs: IT’s about education

Importance of school policies

Specific determinant > types of ICT-use

Qualitative review

Delphi study

Case study

Surveys

Intervention study

Qualitative review

Concept paper

Review study

Performance based-tests

Document analysis interviews

Observations

Educational innovation: What type of research do we need?

?

?

?

Design based research as a form of linking scienceConcept paper (15)

theore#cally-­‐oriented      interven#onist      collabora#ve      responsively  grounded    itera#ve

1.  Lim,  C.P.,  Zhao,  Y.,  Tondeur,  J.,  Chai,  S.C.,  &  Tsai,  C.C.  (2013).  Bridging  the  Gap:  Technology  Trends  and  Use  of  Technology  in  Schools.  Journal  of  Educa)onal  Technology  &  Society,  16(2),  59-­‐69    

2.  Voogt,  J.,  Fisser,  P.,  Pareja,  N.,  Tondeur,  J.,  &  van  Braak,  J.  (2012).  Technological  Pedagogical  Content  Knowledge  -­‐  a  review  of  the  literature.  First  published  online  March  16  2012.  Journal  of  Computer  Assisted  Learning    

3.  Tondeur,  J.,  Van  Braak,  J.,  &  Valcke,  M.  (2007).  Towards  a  typology  of  computer  use  in  primary  educa#on.  Journal  of  Computer  Assisted  Learning,  23(3),  197-­‐206.  

4.  Tondeur,  J.,  Kershaw,  L.  H.,  Vanderlinde,  R.  R.,  &  Van  Braak,  J.  (2013).  Ge;ng  inside  the  black  box  of  technology  integra#on  in  educa#on:  Teachers'  s#mulated  recall  of  classroom  observa#ons.  Australasian  Journal  of  Educa)onal  Technology,  29(3).  

5.  Vanderlinde,  R.,  van  Braak,  J.,  De  Windt,  V.,  Tondeur,  J.,  Hermans,  R.,  &  Sinnaeve,  I.  (2008).  Technology  curriculum  and  planning  for  technology  in  schools:  The  Flemish  case.  TechTrends,  52(2),  23-­‐26.  

6.  K.  Aesaert,  D.  van  Nijlen,  R.  Vanderlinde,  J.  van  Braak  (In  Press).  Direct  measures  of  digital  informa#on  processing  and  communica#on  skills  in  primary  educa#on:  Using  item  response  theory  for  the  development  and  valida#on  of  an  ICT  competence  scale.  

7.  Tondeur,  J.,  Valcke,  M.,  &  van  Braak,  J.  (2008).  A  mul#dimensional  approach  to  determinants  of  computer  use  in  primary  educa#on:  teacher  and  school  characteris#cs.  Journal  of  Computer  Assisted  Learning,  24(6),  494-­‐506      

8.  Tondeur,  J.,  Hermans,  R.,  Valcke,  M.,  &  van  Braak,  J.  (2008).  Exploring  the  link  between  teachers'  educa#onal  belief  profiles  and  different  types  of  computer  use  in  the  classroom.  Computers  in  Human  Behavior,  24(6),  2541-­‐2553    

9.  Tondeur,  J.,  van  Braak,  J,  Ertmer,  P.,  Onenbreit-­‐Leowich,  A.  (2013).  The  link  between  teachers’  educa)onal  beliefs  and  technology  use  in  the  classroom:  A  mixed  method  review  of  the  literature  Paper  accepted  for  presenta#on  at  the  European  Conference  on  Educa#on  Research  (ECER):  Istanbul,  Turkey.  September  2013    10.  Vanderlinde,  R.,  van  Braak,  J.,  &  Tondeur,  J.  (2010).  Using  an  online  tool  to  support  school-­‐based  ICT  policy  planning  in  primary  educa#on.  Journal  of  Computer  Assisted  Learning,  26  (5),  296-­‐306    11.  Tondeur,  J.,  Devos,  G.,  Van  Houne,  M.,  van  Braak,  J.,  &  Valcke,  M.  (2009).  Understanding  organisa#onal  and  cultural  school  characteris#cs  in  rela#on  to  educa#onal  change:  The  case  of  ICT  integra#on.  Educa#onal  Studies,  35  (2).    12.  Tondeur,  J.,  Van  Keer,  H.,  van  Braak,  J.,  &  Valcke,  M.  (2008).  ICT  integra#on  in  the  classroom:  Challenging  the  poten#al  of  a  school  policy.  Computers  &  Educa)on,  51(1),  212-­‐223.  13.  hnps://www.academia.edu/6600239/Teacher_Design_Teams_for_technology_integra#on  14.    Becuwe,  Thys,  Tondeur,  Pareja  ,  van  Braak,  (2014).  Condi#ons  to  Implement  Collabora#ve  Design  as  a  Strategy  for  Professional  Development:  The  Case  of  ICT-­‐Integra#on  in  Teacher  Educa#on.  ECER,  Porto  15.  Albion,  P.  R.,  Tondeur,  J.,  Forkosh-­‐Baruch,  A.,  &  Peeraer,  J.  (2015).  Teachers’  professional  development  for  ICT  integra#on:  Towards  a  reciprocal  rela#onship  between  research  and  prac#ce.  Educa)on  and  Informa)on  Technologies,  1-­‐19.