Observations and questions about  educational views and the use of ICT Alfons ten Brummelhuis  Head of Research – Kennisne...
Content <ul><li>Three Observations </li></ul><ul><li>Four Questions </li></ul>Earli / Amsterdam / discussiant  Alfons ten ...
Observation 1  Confirmation of findings <ul><li>Different methodological approaches </li></ul><ul><li>- international surv...
Observation 2   Mix of educational beliefs   (educational profiles) <ul><li>Voogt:  pedagogy related to industrial society...
Observation 3 Focus on beliefs and behaviour.  Effectiveness out of scope.   Earli / Amsterdam / discussiant  Alfons ten B...
Summarized <ul><li>Teachers’ beliefs are relevant towards use of ict </li></ul><ul><li>Teachers don’t have one fixed educa...
Question 1  Teachers’ colleagues <ul><li>How important is it that teachers within a school have similar educational belief...
Question 2 School leader <ul><li>What is the role of the school leader?...... </li></ul><ul><li>… .having a leading vision...
Question 3 Student <ul><li>What is the influence of student characteristics on teacher behaviour / - beliefs? </li></ul><u...
Question 4  Further research What is the next step in this research area? Earli / Amsterdam / discussiant  Alfons ten Brum...
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Observations and questions about educational views and the use of ICT

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  • Earli / Amsterdam discussiant
  • Earli / Amsterdam discussiant
  • Tondeur:consistent relationship between teacher profiles based on educational beliefs and frequency of class use of computers Teacher beliefs profiles tend to be associated with different types of computer us Teachers arelikely to adopt practices with computers that are in line with their beliefs about teaching.
  • Many teachers hve both innovtive and traditionally important orientations (voogt, p3) Teacher believes are not a one dimensional construct (Ertmer)
  • Thought , reflections formulated as questions
  • Not only beliefs about teaching and learning but also teacher
  • Observations and questions about educational views and the use of ICT

    1. 1. Observations and questions about educational views and the use of ICT Alfons ten Brummelhuis Head of Research – Kennisnet Discussiant 2009, August 26
    2. 2. Content <ul><li>Three Observations </li></ul><ul><li>Four Questions </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    3. 3. Observation 1 Confirmation of findings <ul><li>Different methodological approaches </li></ul><ul><li>- international survey (Voogt) - multiple case study design (De Koster) - national survey (Tondeur) - quasi-experimental pre and post survey design (Ertmer) </li></ul><ul><li>Different populations : - secondary school math and science teachers (Voogt), </li></ul><ul><li>- elementary school teachers (De Koster, Tondeur), - preservice teachers (Ertmer) </li></ul><ul><li>- General conclusion: </li></ul><ul><li>Teacher beliefs are an important driving force for the use of ict in education </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    4. 4. Observation 2 Mix of educational beliefs (educational profiles) <ul><li>Voogt: pedagogy related to industrial society (traditional) </li></ul><ul><li>pedagogy related to information society (innovative) </li></ul><ul><li>De Koster: teacher (content) directed  pupil directed </li></ul><ul><li>Tondeur: traditional teaching  constructivist teaching </li></ul><ul><li>Ertmer: problem based learning activities(PBL) </li></ul><ul><li>- General conclusion: </li></ul><ul><li>Many teachers have a combination of educational beliefs </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    5. 5. Observation 3 Focus on beliefs and behaviour. Effectiveness out of scope. Earli / Amsterdam / discussiant Alfons ten Brummelhuis Beliefs Behaviour Results
    6. 6. Summarized <ul><li>Teachers’ beliefs are relevant towards use of ict </li></ul><ul><li>Teachers don’t have one fixed educational believe but a beliefs profile; change takes time. </li></ul><ul><li>Presented studies have a focus on relation between beliefs and behaviour. Lacking are results about effectiveness of the observed / perceived behaviour. </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    7. 7. Question 1 Teachers’ colleagues <ul><li>How important is it that teachers within a school have similar educational beliefs? </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    8. 8. Question 2 School leader <ul><li>What is the role of the school leader?...... </li></ul><ul><li>… .having a leading vision and/or </li></ul><ul><li>facilitating vision development </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    9. 9. Question 3 Student <ul><li>What is the influence of student characteristics on teacher behaviour / - beliefs? </li></ul><ul><li>Examples of teacher perceptions on student characteristics </li></ul><ul><li>My students (elementary schools) are able: </li></ul><ul><li>- to work in teams (55% agree) </li></ul><ul><li>to plan learning activities (20% agree) </li></ul><ul><li>to discover relations (18% agree) </li></ul><ul><li>to solve complex problems (14%) </li></ul>Earli / Amsterdam / discussiant Alfons ten Brummelhuis
    10. 10. Question 4 Further research What is the next step in this research area? Earli / Amsterdam / discussiant Alfons ten Brummelhuis identifying educational beliefs teacher behaviour and use of ict effectiveness

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