Presentation ICICTE 2012

1. University of Lisbon
Institute of Education
Neuza Pedro
Ana Santos
Lisbon, Portugal
Email: nspedro@ie.ul.pt
Email: apnsantos@gmail.com

2. ICT, Teachers & Education
 Digital technologies is a central element of the
structure in today‘s society being able to
proficiently use them is considered a vital skill for
any citizen of the 21st-century.
 Its unquestionable the potential in different
sectors of professional activities makes
technology a powerful tool for solving economic
and societal problems and, ultimately, to increase
the quality of human life conditions.
 The youngest, teenagers and children are
their main adopters, their natural users.
 Nowadays, it is confirmed that ICT are widely
used in European schools, however, it is difficult
to ensure that they are being used with the
innovative purpose that were expected.

4. (Today’s) Kids are easily attract to new
technologies like computers, IPAD, smart
phones, mainly because they talk the same
language…the language of games and fun,
rich colors and movement .
They also think the same way:
not linearly,
always search for new and interesting things,
looking for multiple options,
doing multiple things, pursuing great
achievements.
This close relationship between kids and

6. (Some) Teachers can’t deal with this
technology.
They feel challenged by it, they look
messy, they do not understand how it works.
They do not feel comfortable with it, they make
them nervous and they think that their
classroom has been invaded by it.
They are tired of trying to understand it and
when they do that technology or application
has already been replaced by another and
they need to start learn all over again.
This close relationship between kids and
technologies has created a new type of

7. Research background
In the present much more technologies its available in schools, by in
itself, guarantee an effective use of ICT in teaching and learning
activities.
For this reason, researchers have sought to identify its underlying causes
a) scarce opportunities for a regular use computers;
b) lack of schools’ technological equipment;
c) teachers’ stress;
d) teachers’ reduced competences and confidence regarding ICT;
e) lack of knowledge about the real impact of ICT in educational
contexts;
f) few experiences with ICT in teachers pre-service education and CPD
Several authors have argued It has been proved that teachers
that an perceived self-efficacy affects
effective integration of ICT teachers professional goals and
in students’ learning activities aspirations (Muijs &
will Reynolds, 2002), their involvement
require their presence in on planning instructional
teachers’ training activities, enthusiasm in classroom
(Schwazer & Schwitz, 2004) and

8. Purpose
Teachers’
training
Personal
sense of
efficacy
ICT integration

9. Can the implementation of an ICT training
program have positive effects on:
a) teachers’ sense of efficacy as computer-
users?
b) teachers’ level of ICT-use in professional
practices, considering different types of
teachers’ tasks?
c) Do the effects associated with enrolling in
ICT-training program, both in teachers’ self-
efficacy and technology-use in professional
practices, remain over time?

10. Method

11. Participants
 This study involved 50 elementary and secondary
schools’ teachers.
 ICT-training program organized in a 50 hours-
workshops develop for promoting teachers’
technical-pedagogical competences on
‘Educational use of Moodle, Google Sites and
other Web 2.0 tools’. .
12 male 38 female
50 teachers
Age mean 42.24 years Standard deviation 8.63

12. Instruments and Procedures
Data was collected by an online questionnaire built on
Google Docs.

13. Preparation (of classroom materials)
• e.g. How often do you make hands-out for students using a computers?
Professional use of e-mail
• e.g. How often do you use email communication with school and district
administration?
Delivering Instruction
• e.g. How often do you use a computer to deliver instruction to your class?
Accommodation (of materials to students needs)
• e.g. How often do you adapt an activity to students individual needs using a computer?
Student Use (of technology during class time)
• e.g. During class, how often students work individually using a computer, this year?
Student (use for creating) Products
• e.g. How often do you ask students to produce a multimedia project using technology?
Grading (teachers’ use of technology for grading)
• e.g. How often do you record students grades using a computer?

14. Results
Computers’ self-
Mean SD
efficacy
1) Pre-test 3.18 0.55
2) Post-test #1 3.70 0.57
3) Post-test #2 3.72 0.58
Teachers’ technology
Mean SD
use
1) Pre-test 2.59 0.58
2) Post-test #1 3.00 0.60
3) Post-test #2 3.40 0.71
Significant differences in Computers’ self-efficacy score (F (2.96) =
3.096, p= .049) and in Teachers’ technology use scores (F (2.96) =
4.729, p= .011).

15. Results
Computer Self-efficacy Mean Difference t p
Pre-test - Post-test #1
0.520 -2.078 .043
Post-test #1- Post-test #2
0.020 -.063 .950
Pre-test - Post-test #2
0.540 -2.086 .042
Technology-use Mean Difference t p
Pre-test - Post-test #1
0.410 -.499 .620
Post-test #1- Post-test #2
0.400 -1.997 .051
Pre-test - Post-test #2
0.810 -3.998 .000
t-test for Computer Self-efficacy scale and
Measure Teachers’ technology-use scale

16. Results
Pre-test Post-test #1 Post-test #2
Dimensions
M SD M SD M SD
1) Preparation
3.67 0.91 3.42 0.93 3.76 0.87
2) Professional
3.09 0.83 3.10 0.95 3.30 0.99
E-mail
3) Delivering
3.18 0.88 3.25 0.97 3.46 0.99
Instruction
4)
2.79 0.88 2.86 0.98 3.04 0.95
Accommodation
5) Student Use 2.88 0.83 2.92 0.73 3.39 0.88
6) Student
2.26 0.75 2.39 0.76 2.58 0.92
Products
7) Grading
3.06 1.06 3.10 0.98 3.75 1.01

17. Results
Pre-test / Post- Post-test #1 / Pre-test / Post-
Dimensions of technology use test #1 Post-test #2 test #2
scale t p t p t p
2) Professional E-mail 0.707 .483 -2.491 .016 -1.984 .053
3) Delivering Instruction -0.495 .623 -1.638 .108 3.743 .000
5) Student Use -.388 .700 -1.398 .169 2.523 .015
7) Grading -0.287 .776 2.005 .051 2.899 .006

18. Conclusions
 ICT-training has beneficial effects in preparing teachers to
take full advantage of ITC in their classrooms.
Positive and significant differences were found in
teachers’ computers self-efficacy and teachers level of ICT
use in the 3 moments.
 These effects were more significant 2 months after the
training program.
 Analysis of teachers’ levels of ITC: using a single dimension
is not reliable.
 Higher scores in‘Preparation’ of teaching materials and
‘Instructional delivery‘ = ICT are not yet in the service of

19. Limitations…
 The present study (although with a reduced number
of participants and limited representativeness) aims to
stimulate the development of further research in the
area, because more attention needs to be put in the
analysis of the impact of in-service training and ICT-
adoption in teachers’ professional activities not only in
a short-term perspective but also through medium
and long-term approaches and not only based on
teachers perceptions of own professional practices
but focusing in the analysis of the classrooms
activities really conducted.
 It is also seen as useful the investment on studies that
pursue the identification of the mechanisms that can
potentiate and extend the favourable effects of

20. Thank you!!
Neuza Pedro
nspedro@ie.ul.pt
Ana Santos
apnsantos@gmail.com