Exploring Students’ Views on ICT Skills as the Components ...
Exploring the uses of ICT in education: A national survey ... · Exploring the uses of ICT in...
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
Exploring the uses of ICT in education: A national survey study
Robert A.P. REUTER1, Gilbert BUSANA1 & Serge LINCKELS2
1Université du Luxembourg 2Ministère de l’Education nationale, de l’Enfance et de la Jeunesse
1
@bobreuter // #edtechlu
Challenges of the Digital Era for Education, Learning and Working: Researchers and Practitioners in Dialogue
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Context: educational policy “Digital(4)Education”
■ Practical & theoretical foundations
■ Research goals
■ Research method
■ Results
■ Conclusions
■ Implications
■ Discussion
Presentation plan
2
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■ Digital(4)Education: policy, strategy & measures
Context
3
http://zukunft.men.lu/fr/grands-projets/digital-4-education
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■ Digital(4)Education: policy, strategy & measures
La stratégie Digital (4) Education vise notamment à amener les élèves à développer les compétences nécessaires à une utilisation adéquate et responsable des TIC et à promouvoir des projets pédagogiques innovants utilisant le numérique à l’école. (Bertemes, 2015, emphases added)
https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/
Context
4
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Digital(4)Education: policy, strategy & measures
(Bertemes, 2015) https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/
Context
5
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Digital(4)Education: policy, strategy & measures
(Bertemes, 2015) https://prezi.com/u537jjw7wpza/presentation-de-la-strategie-digital-4-education/
Context
X
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Digital Lëtzebuerg
■ General political efforts to promote meaningful, responsible & relevant uses of ICT in the general population
■ High penetration of mobile ICT devices
■ High connectivity rate of ICT
■ But average ICT competencies
■ Lack of highly-qualified IT-skilled workforces
Context
6
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Determine current (mid-2015) educational technology practices in Luxembourg, given the start of the Digital(4)Education strategy in September 2015
■ Assess impact of policy-motivated actions on educational technology practices
■ Comparison with national survey from 2009
■ Inform Digital(4)Education measures to be taken
■ Recommendations for initial & continuous teacher training
Practical foundations
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Part of a larger research project about educational technology policies, strategies, theories and practices in Luxembourg: past, present & future - www.edtech.lu
■ Educational technology practices: supporting, enriching, modifying & transforming learning & teaching activities with digital media & tools; fostering ICT literacy in students (Tools for Learning & Content of Learning)
■ Understand practices in terms of known influence factors: proximal/internal and distal/external (Ertmer, 1999; Tondeur, Hermans, Valcke & van Braak, 2008; Busana, 2001)
■ Understand the current educational ecosystem (Zhao & Frank, 2003) in terms of hindering and enabling factors (Pelgrum, 2001; Tondeur, Valcke, & van Braak, 2008; ISTE “essential conditions”, 2009)
Theoretical foundations
8
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Distal Factors
Proximal Factors
EdTech Practices
EnablingInhibiting
EnablingInhibiting
Model
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Establish theory-based overview of current uses of ICT education (K-12+) at a national level
■ Technology integration strategies: directed instruction vs. inquiry-based learning (Roblyer & Doering, 2013)
■ Types of learning & teaching activities (Leclercq & Poumay, 2005)
■ Functions of ICT for student-centred learning (Busana, 2001)
■ Learning goals of ICT-supported teaching (Anderson & Kratwohl, 2001)
■ Hardware tools used in classrooms by teachers // students
■ ICT uses beyond the classroom: course preparation, student evaluation and administrative tasks
■ ICT literacy as content of student learning
Research goals
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Understand the national educational ecosystem (Zhao & Frank, 2003), in terms of proximal and distal factors, as a more or less favourable breading-ground for EdTech practices (ISTE, 2009):
■ Initial & continuous EdTech teacher training
■ (Self-declared) digital skills of teachers
■ Private uses of ICT by teachers
■ Pedagogical and techno-pedagogical believes and attitudes of teachers
■ (Perceived) school cultures
■ ICT infrastructures
■ (Perceived) national educational technology policies & strategies
Research goals
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Large-scale study: big picture approach
■ Online survey, with mostly closed multiple choice questions
■ Distributed to all teachers in public schools (K-12+); population = 10.796, K-6: 5.614, 7-12+: 4.670, SN: 512
■ 24/06 - 15/07/2015: towards the end of the school year
■ Collaboration between University and 2 departments of the Ministry of Education (SCRIPT-INNO & SCRIPT-ADQS)
Research method
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Questions about general demographic variables: age, work experience, gender, grades taught, municipality, discipline(s) taught
■ Questions regrouped by dimensions of the theoretical model: proximal factors, distal factors, EdTech practices (administrative tasks, course preparations, teaching in the classroom, learning in the classroom, student evaluations)
Research method
13
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Proximal factors
Personal dataCompetencies:
Use of ICT Teaching with ICT
Private Use of ICTPedagogical &
Techno-pedagogical convictions
Research method
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Distal factors
School culture context
ICT infrastructure in school
National Digital Education Policy
Research method
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EdTech practicesTeacher-centred: Instruction
Learner-centred: Inquiry-based
Hardware used
Software used
Course preparation
In the classroom
Evaluation
Administratives tasks
ICT as a content of learning
ICT as a tool for learning & teaching
Research method
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EdTech practicesCourse preparation
In the classroom
Evaluation
Administratives tasks
Taxonomy of Learning & Teaching events(Leclercq & Poumay, 2005)
Functions of ICT for inquiry learning (Busana, 2001)
Bloom’s taxonomy of learning objectives (Anderson & Kratwohl,
2001)
Hardware used Software used
ICT as a content of learning
ICT as a tool for learning & teaching
Research method
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Scales used:
■ strongly disagree, don’t agree, neutral, agree, strongly agree
■ never, ounce per trimester, once a month, once a week, at least once a day
■ none, 1, 2-5, 6-10, 11-19, 20+
■ no clue, beginner, average, advanced, expert
■ names of municipalities, grades, male/female
Research method
18
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Distal Factors
Proximal Factors
EdTech Practices
EnablingInhibiting
EnablingInhibiting
ResultsDescriptive statistics: ‣ Demographic data
‣ Distal factors
‣ Proximal factors
‣ EdTech Practices
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Results
■General demographic data ■ Sample: n=408
■ Gender: 54.4% F, 45.6% M (n= 399)
■ Age: average 41 years, range 23-70 years (n=402)
■ Experience: average 15 years, range 0-42 years (n=400)
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Age (years)
Exp
erie
nce
(yea
rs)
o Femaleo Male
Gender
Age x Experience per Gender
Results
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0
50
100
150
200
7122
26
185
123
675954
39
EF-C1 EF-C2 EF-C3 EF-C4 ES EST EST-RP EDIFF ADULTES ACCUEIL
Distribution per gradesTOTAL K-6: 165
(cumulative)TOTAL 7-12: 239
(cumulative)TOTAL others: 21
(cumulative)
Results
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123
Geographic distribution
29
1
Results
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Distal factors
School culture ICT infrastructure in schools
National Digital Education Policy
Results
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ICT Infrastructure: Hardware
20%
40%
60%
80%
100%P
roje
ctor
Des
ktop
Prin
ter
Lapt
op
Pho
to c
amer
a
Sca
nner
Vide
o ca
mer
a
Inte
ract
ive
Whi
tebo
ard
Tabl
et
0 1 2-5 6-10 11-19 20+
(relative frequencies)
Results
Directed Instruction
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ICT Infrastructure: Internet access
20%
40%
60%
80%
100%
Eth
erne
t
WIF
I
Mob
ile
Non
e
yesno
(relative frequencies)
Results
Wired
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School cultureE
chan
ge d
e m
atér
iel
& p
répa
ratio
ns
Ech
ange
s su
rle
s TI
C e
n cl
asse
Out
ils fo
nctio
nnel
s
Acc
ès
aux
outil
s su
ffisa
nt
Acc
ès é
quita
ble
Sup
port
Tech
no-P
édag
ogiq
ue
Sal
les
TIC
ada
ptée
s
TIC
= im
porta
nt
Sou
tien
par
la d
irect
ion
Aid
e pa
r col
lègu
es
Moy
ens
finan
cier
s
Strongly agreeAgree
Neutral
Disagree
Strongly disagree
(average scores)
Results
Neutral
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National digital education policy
Visi
on c
laire
21st
cen
tury
Mis
e
à di
spos
ition
des
outil
sné
cess
aire
s
Form
atio
ns
cont
inue
sad
apté
es
Bud
gets
suffi
sant
s
(average scores)
Results
Strongly agreeAgree
Neutral
Disagree
Strongly disagree
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Proximal factors
Personal dataCompetencies:
Use of ICT Teaching with ICT
Private Use of ICTPedagogical &
Techno-pedagogical beliefs
Results
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Private use of ICT: hardwareTé
léph
one
porta
ble
Sm
artp
hone
Des
ktop
Lapt
op
Tabl
ette
Con
sole
Jeu
x
>1/day
1/week
1/month
1/trimester
Never
(average scores)
Results
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Private use of ICT: tasksC
omm
uniq
uer
avec
fam
ille/
amis
Pla
nifii
er/R
éser
ver
Vaca
nces A
chat
s
Adm
inis
tratio
ns
Lire
les
Info
s
Joue
r
Par
tage
r Pho
tos
Reg
arde
r Vid
éos
Pro
duire
/Par
tage
rVi
déos
Che
rche
rIn
form
atio
ns
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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ICT competenciesE
n gé
néra
l
Trai
tem
ent d
e te
xte
Tabl
eur
Pré
sent
atio
n
Cou
rrie
l
Rec
herc
he In
tern
et
Pro
duire
Mul
timéd
ia
Expert
Advanced
Average
Beginner
No clue
(average scores)
Results
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EdTech competencies
Ens
eign
er
avec
les
TIC
Sou
teni
rap
pren
tissa
ges
avec
les
TIC
Bur
eaut
ique
Ens
eign
er le
s TI
C
Initial TrainingContinuous Training
(average scores)
Results
Strongly agreeAgree
Neutral
Disagree
Strongly disagree
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Pedagogical beliefsMixed positions
No clear dichotomy separating teachers
Problem with our items?
Results
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Techno-pedagogical beliefsS
'occ
uper
en a
ttend
ant
Jeux
Edu
catif
s
Exe
rcic
er
Tuto
riels
Che
rche
rde
s in
form
atio
ns
Col
labo
rer
Com
mun
ique
r
Pro
duire
Pub
lier
Learning ParadigmTeaching Paradigm
(average scores)
Results
Strongly agreeAgree
Neutral
Disagree
Strongly disagree
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Techno-pedagogical attitudesLi
mite
r les
TIC
à l'é
cole
Pas
bes
oin
des
TIC
Pro
gram
me
trop
char
gé
Trav
ail a
vec
TIC
dést
abili
sant
App
ort p
édag
ogiq
ue
des
TIC
Rap
port
au s
avoi
rtra
nsfo
rmé
Out
ils in
disp
ensa
bles
Arguments against Arguments in favour
(average scores)
Results
Strongly agreeAgree
Neutral
Disagree
Strongly disagree
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EdTech practicesTeacher-centred: Instruction
Learner-centred: Inquiry-based
Hardware used
Software used
Course preparation
In the classroom
Evaluation
Administratives tasks
ICT as a content of learning
ICT as a tool for learning & teaching
Results
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EdTech practices
• Administratives tasks
• Course preparations
• Use of ICT in classrooms • ICT-supported teaching • ICT-supported learning
• Student evaluations
Results
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Administratives tasksN
oter
les
prés
ence
s/ab
senc
es
Info
rmer
les
élèv
es
des
devo
irs à
dom
icile
Insc
rire
les
note
s
Com
mun
ique
rav
ec le
s él
èves
Com
mun
ique
r ave
cla
hié
rarc
hie
scol
aire
Com
mun
ique
rav
ec le
s co
llègu
es
Info
rmer
les
pare
nts
Com
mun
ique
rav
ec le
s pa
rent
s
Teni
run
jour
nal d
e cl
asse
Site
web
cla
sse/
écol
e
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Communication
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Course preparations: SearchM
e do
cum
ente
r
Che
rche
r des
text
es
Che
rche
r des
imag
es
Che
rche
r des
vid
éos
Che
rche
rde
s an
imat
ions
Che
rche
r des
scén
ario
s di
dact
ique
s
Che
rche
r des
tâch
es d
'app
rent
issa
ge
Che
rche
r de
s ré
pons
es
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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Course preparations: ProduceP
rodu
ire E
xerc
ices
Pro
duire
Pro
blèm
es
Pro
duire
Vid
eo
Pro
duire
Aud
io
Pro
duire
Slid
es
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Worksheets
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Course preparations: Share
Pré
para
tions
de le
çon
Fich
es d
e tra
vail
Res
ourc
es
mul
ti-m
édia
Doc
umen
tatio
ns
& R
éfle
xion
s
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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In class: Teacher (hardware)D
eskt
op
Lapt
op
Pro
ject
eur
Tabl
ette
Sm
artp
hone
App
arei
l Pho
to
Cam
éra
Vidé
o
Sca
nner
Impr
iman
te
Impr
iman
te 3
D
Tabl
eau
Inte
ract
if
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Directed Instruction
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In class: Students (hardware)D
eskt
op
Lapt
op
Pro
ject
eur
Tabl
ette
Sm
artp
hone
App
arei
l Pho
to
Cam
éra
Vidé
o
Sca
nner
Impr
iman
te
Impr
iman
te 3
D
Tabl
eau
Inte
ract
if
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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In class: Teacher (ICT Literacy)O
S
Cla
vier
& S
ouris
Logi
ciel
s de
bas
e
Impr
imer
Util
iser
pér
iphé
rique
s
Term
es in
form
atiq
ues
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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In class: Teacher (activities)D
émon
stra
tion
Illus
tratio
n
Sim
ulat
ion
Imita
tion
Com
préh
ensi
on
Sou
tien
de
mon
exp
osé
Com
men
ter /
Ann
oter
des
trava
ux
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Directed Instruction
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In class: Students (activities)R
éalis
er d
es c
alcu
ls
Sau
vega
rder
des
info
rmat
ions
Rat
trapa
ges
Aut
omat
iser
App
rend
re q
uelq
ue
chos
e de
nou
veau
Jeux
édu
catif
s
Rés
oudr
e de
s pr
oblè
mes
Rec
herc
her d
es
info
rmat
ions
com
plém
enta
ires
Com
pare
r diff
éren
tes
sour
ces
Ann
oter
& C
omm
ente
rde
s do
cum
ents
Pro
duire
des
dia
gram
mes
Com
pren
dre
de n
ouve
aux
conc
epts
Org
anis
er le
urs
idée
s
Rec
herc
her l
e se
ns d
'un
mot
Org
anis
er d
es in
form
atio
ns
extra
itesd
e do
cum
ents
Pro
duire
un
docu
men
t
Pré
sent
er d
es in
form
atio
ns
Eva
luer
la q
ualit
é d'
un p
rodu
it
Col
labo
rer a
utou
r d'u
ndo
cum
ent c
omm
un
Pub
lier
Com
mun
ique
r
Man
ipul
er d
es s
imul
atio
ns
Exp
lore
r des
env
ironn
emen
ts
Doc
umen
ter l
eurs
appr
entis
sage
s
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Inquire & Produce
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Student Evaluations
She
ets
to p
rint
Onl
ine
test
s
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Rather high level of (self-declared) ICT skills and private use of ICT tools; but more consumers and communicators than multimedia producers
■ Teachers use digital media for their own productivity: search for existing digital resources and tools
■ ICT infrastructure more oriented towards ICT-supported instruction by teachers than towards inquiry-based learning by students
■ Mixed pedagogical beliefs and favourable EdTech beliefs & attitudes
Conclusions
46
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Teachers are aware of the importance and relevance of ICT in education, as well as the transformative effects of ICT on learning & knowledge and want to stay up-to-date with their teaching practices
■ However their EdTech competencies are less developed
■ Current educational technology practices are relatively stable compared to the last national survey study done a few years ago (Linckels et al., 2009), they remain rather teacher-centred approach, while the wish to use ICT in education has increased
Conclusions
47
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Need to broaden wireless access to the Internet in schools
■ Need to provide digital learning devices to (all) students, if we wish to move beyond teacher-centred uses of ICT in classrooms
■ Need to develop a culture of sharing of educational resources in the teacher community
Implications
48
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Need to provide digital educational resources of high quality and (perceived as) in line with the curriculum
■ Need to train teachers about meaningful and learner-centred “in class” educational technology practices
■ Make national “digital education” policy more visible and desirable
■ Need to make “technology use expectations” more explicit: dos & don’ts
Implications
49
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Beyond descriptive statistics: searches for meaningful relationships
■ How to develop a shorter version of our survey? - number of constructs too large
■ How to better understand (current) EdTech practices embedded in diverse niches of the (national) educational ecosystem? - part of larger research project, with variety of methods
Discussion
50
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ How to nurture a favourable educational technology school culture?
■ Teachers as “digital producers”?
■ How to develop effective teacher trainings (initial & continuous)?
Discussion
51
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REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
THANK YOU FOR YOUR ATTENTION!
QUESTIONS?
52
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Contact
53
https://lu.linkedin.com/in/bobreuter
https://www.facebook.com/RReuterPhD/
http://staff.uni.lu/robert.reuter
@bobreuter
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu