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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
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
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ Digital(4)Education: policy, strategy & measures
Context
3
http://zukunft.men.lu/fr/grands-projets/digital-4-education
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
■ 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
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
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
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
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
7
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
Distal
Factors
Proximal
Factors
EdTech
Practices
Enabling
Inhibiting
Enabling
Inhibiting
Model
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
10
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
11
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
12
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
Proximal factors
Personal data
Competencies:
Use of ICT
Teaching with ICT
Private Use of ICT
Pedagogical &
Techno-pedagogical
convictions
Research method
Distal factors
School culture
context
ICT infrastructure in
school
National Digital
Education Policy
Research method
EdTech practices
Teacher-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
EdTech practices
Course 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
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
Distal
Factors
Proximal
Factors
EdTech
Practices
Enabling
Inhibiting
Enabling
Inhibiting
Results
Descriptive statistics:
‣ Demographic data
‣ Distal factors
‣ Proximal factors
‣ EdTech Practices
19REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
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)
20REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
Age (years)
Experience(years)
o Female
o Male
Gender
Age x Experience
per Gender
Results
XREUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
0
50
100
150
200
712
2
26
185
123
67
5954
39
EF-C1 EF-C2 EF-C3 EF-C4 ES EST EST-RP EDIFF ADULTES ACCUEIL
Distribution per grades
TOTAL K-6: 165
(cumulative)
TOTAL 7-12: 239
(cumulative)
TOTAL others: 21
(cumulative)
Results
123
Geographic distribution
29
1
Results
Distal factors
School culture
ICT infrastructure in
schools
National Digital
Education Policy
Results
ICT Infrastructure: Hardware
20%
40%
60%
80%
100% Projector
Desktop
Printer
Laptop
Photocamera
Scanner
Videocamera
InteractiveWhiteboard
Tablet
0 1 2-5 6-10 11-19 20+
(relative frequencies)
Results
Directed Instruction
ICT Infrastructure: Internet access
20%
40%
60%
80%
100%
Ethernet
WIFI
Mobile
None
yes
no
(relative frequencies)
Results
Wired
School culture
Echangedematériel

&préparations
Echangessur

lesTICenclasse
Outilsfonctionnels
Accès

auxoutilssuffisant
Accèséquitable
Support

Techno-Pédagogique
SallesTICadaptées
TIC=important
Soutienpar

ladirection
Aideparcollègues
Moyensfinanciers
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
(average scores)
Results
Neutral
National digital education policy
Visionclaire

21stcentury
Mise

àdisposition

desoutils

nécessaires
Formations

continues

adaptées
Budgets

suffisants
(average scores)
Results
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Proximal factors
Personal data
Competencies:
Use of ICT
Teaching with ICT
Private Use of ICT
Pedagogical &
Techno-pedagogical
beliefs
Results
Private use of ICT: hardware
Téléphoneportable
Smartphone
Desktop
Laptop
Tablette
ConsoleJeux
>1/day
1/week
1/month
1/trimester
Never
(average scores)
Results
Private use of ICT: tasks
Communiquer

avecfamille/amis
Planifiier/Réserver

Vacances
Achats
Administrations
LirelesInfos
Jouer
PartagerPhotos
RegarderVidéos
Produire/Partager

Vidéos
Chercher

Informations
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
ICT competencies
Engénéral
Traitementdetexte
Tableur
Présentation
Courriel
RechercheInternet
ProduireMultimédia
Expert
Advanced
Average
Beginner
No clue
(average scores)
Results
EdTech competencies
Enseigner

aveclesTIC
Soutenir

apprentissages

aveclesTIC
Bureautique
EnseignerlesTIC
Initial Training
Continuous Training
(average scores)
Results
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Pedagogical beliefs
Mixed positions
No clear dichotomy
separating teachers
Problem with our items?
Results
Techno-pedagogical beliefs
S'occuper

enattendant
JeuxEducatifs
Exercicer
Tutoriels
Chercher

desinformations
Collaborer
Communiquer
Produire
Publier
Learning ParadigmTeaching Paradigm
(average scores)
Results
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Techno-pedagogical attitudes
LimiterlesTIC

àl'école
PasbesoindesTIC
Programme

tropchargé
TravailavecTIC

déstabilisant
Apportpédagogique

desTIC
Rapportausavoir

transformé
Outilsindispensables
Arguments against Arguments in favour
(average scores)
Results
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
EdTech practices
Teacher-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
EdTech practices
• Administratives tasks
• Course preparations
• Use of ICT in classrooms
• ICT-supported teaching
• ICT-supported learning
• Student evaluations
Results
Administratives tasks
Noterles

présences/absences
Informerlesélèves

desdevoirsàdomicile
Inscrirelesnotes
Communiquer

aveclesélèves
Communiqueravec

lahiérarchiescolaire
Communiquer

aveclescollègues
Informerlesparents
Communiquer

aveclesparents
Tenir

unjournaldeclasse
Sitewebclasse/école
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Communication
Course preparations: Search
Medocumenter
Chercherdestextes
Chercherdesimages
Chercherdesvidéos
Chercher

desanimations
Chercherdes

scénariosdidactiques
Chercherdes

tâchesd'apprentissage
Chercher

desréponses
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Course preparations: Produce
ProduireExercices
ProduireProblèmes
ProduireVideo
ProduireAudio
ProduireSlides
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Worksheets
Course preparations: Share
Préparations

deleçon
Fichesdetravail
Resources

multi-média
Documentations

&Réflexions
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
In class: Teacher (hardware)
Desktop
Laptop
Projecteur
Tablette
Smartphone
AppareilPhoto
CaméraVidéo
Scanner
Imprimante
Imprimante3D
TableauInteractif
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Directed Instruction
In class: Students (hardware)
Desktop
Laptop
Projecteur
Tablette
Smartphone
AppareilPhoto
CaméraVidéo
Scanner
Imprimante
Imprimante3D
TableauInteractif
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
In class: Teacher (ICT Literacy)
OS
Clavier&Souris
Logicielsdebase
Imprimer
Utiliserpériphériques
Termesinformatiques
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
In class: Teacher (activities)
Démonstration

Illustration
Simulation
Imitation
Compréhension
Soutiende

monexposé
Commenter/Annoter

destravaux
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Directed Instruction
In class: Students (activities)Réaliserdescalculs
Sauvegarderdesinformations
Rattrapages
Automatiser
Apprendrequelque

chosedenouveau
Jeuxéducatifs
Résoudredesproblèmes
Rechercherdes

informationscomplémentaires
Comparerdifférentessources
Annoter&Commenter

desdocuments
Produiredesdiagrammes
Comprendre

denouveauxconcepts
Organiserleursidées
Rechercherlesensd'unmot
Organiserdesinformations

extraitesdedocuments
Produireundocument
Présenterdesinformations
Evaluerlaqualitéd'unproduit
Collaborerautourd'un

documentcommun
Publier
Communiquer
Manipulerdessimulations
Explorerdesenvironnements
Documenterleurs

apprentissages
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
Inquire & Produce
Student Evaluations
Sheetstoprint
Onlinetests
(average scores)
Results
>1/day
1/week
1/month
1/trimester
Never
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
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
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
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
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
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
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu
THANK YOU FOR YOUR
ATTENTION!
QUESTIONS?
52
Contact
53
https://lu.linkedin.com/in/bobreuter
https://www.facebook.com/RReuterPhD/
http://staff.uni.lu/robert.reuter
@bobreuter
robert.reuter@uni.lu
REUTER, BUSANA & LINCKELS - EAPRIL 2016 - 23-11-2016 - Porto, Portugal - #edtechlu

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