This document summarizes the author's research from 2004-2014 on ICT integration in education. It outlines several key areas of focus including the influence of teacher and school characteristics on ICT use, different types of ICT use in primary education, determinants of ICT use, teacher beliefs about ICT, qualitative approaches to understanding technology integration, strategies for preparing teachers to integrate technology, and professional development for ICT integration. It also lists several works in progress and provides an overview of the author's publications available online.

1. My research in a nutshell:
ICT-integration in education
(2004-2014)
@jotondeur I August 2014 I ICT Center Norway
2004 2007 2010 2013

2. DIFFERENT PERSPECTIVES

3. ON ICT CLASS USE/
SUPPORTIVE ICT USE
> COMPLEX INNOVATION
INFLUENCE OF
TEACHER CHARACTERISTICS
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use
among primary school teachers. European Journal of Educational Psychology, 19(4), 407-422

4. 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
Teachers from C1
Use sign. > ICT
School policy!
Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom:
Challenging the potential of a school policy. Computers & Education, 51(1), 212-223
Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009). Understanding
organisational and cultural school characteristics in relation to educational change: The
case of ICT integration. Educational Studies, 35 (2).

5. DIFFERENT TYPES OF ICT-USE
IN PRIMARY EDUCATION
(1) Basic skills
Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards
a typology of computer use in primary education. Journal
of Computer Assisted Learning, 23(3), 197-206

6. (2) ICT as information tool

7. (3) ICT as learning tool
> Different types of ICT use
cf. TPACK

8. 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 ++
Traditionalism + + -
Constructivism + +++
Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001
DETERMINANTS OF DIFFERENT TYPES OF ICT-USE
Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants
of computer use in primary education: teacher and school characteristics. Journal of Computer
Assisted Learning, 24(6), 494-506

9. Traditionalism
Constructivism
Cluster 1
Cluster 3Cluster 4
Cluster 2
Tondeur, J., Hermans, R., Valcke, M., & van Braak, J. (2008). Exploring the link between
teachers' educational belief profiles and different types of computer use in the classroom.
Computers in Human Behavior, 24(6), 2541-2553
TEACHER BELIEFS
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 profile
Cluster 4: Undefined profile

10. QUALITATIVE APPROACH
Tondeur, J., Kershaw, L., Vanderlinde, R., & van Braak. J. (2013). Getting inside the black
box of technology integration in education: Teachers stimulated recall of classroom
observations. Australasian Journal of Educational Technology, 29(3)

11. SPECIFIC POSITIONING OF ICT
> SPECIFIC USE OF ICT
Tondeur, J., Van Den Driessche, M., De Bruyne, E., & McKenney, S. (2014).
Agency of Classroom Settings: The Influence of ICT. Paper submitted

12. ICT
in
the
curricula
of
teacher
educa2on
Tondeur, J., Pareja Roblin N., van Braak, J.,
Fisser, P., & Voogt, J. (2012). Technological
Pedagogical Content Knowledge in teacher
education: In search of a new curriculum.
Educational Studies

13. ICT-POLICY IN TEACHER EDUCATION: FOUR IN BALANCE?
Tondeur, J., van Braak, J., Vanderlinde, R., De Roo, N., & Thys, J.
(2010). ICTintegratie in de lerarenopleiding: Vier in balans?,
Tijdschrift voor Lerarenopleiders (VELON / VELOV), 31(2)

14. STRATEGIES TO PREPARE FUTURE TEACHERS
FOR ICT-INTEGRATION: SQD-MODEL
Tondeur, J., et al.. (2012). Preparing pre-service teachers to integrate
technology in education: A synthesis of qualitative evidence.
Computers & Education, 59 (1)

15. TEACHER DESIGN TEAMS IN TEACHER
EDUCATION
Authentic
needs
Learning by
design
Collaboration
Evaluation
and reflection
TPACK

16. Survey in teacher education:
Impact of pre-service learning
experiences on ICT competencies

17. “GOOD” PRACTICES FOR
ICT-INTEGRATION
Tondeur, J., Pareja, N., van Braak, J.,
Fisser, P., & Voogt, J. (2013). Practical
examples as a resource for professional
development. In 4W: Knowing What
Works and Why. Stichting Kennisnet,
Kennisnet, Zoetemeer.

18. PROFESSIONAL DEVELOPMENT FOR ICT-INTEGRATION
Tondeur, J., Cooper, M., & Newhouse, P. (2010). From ICT coordination to ICT
integration: A longitudinal case study. Journal of Computer Supported
Learning, 26 (4).
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, Ch. & Yu, K.
(2012). Challenging science teachers' beliefs and practices through a
video-case-based intervention in China's primary schools, Asia-Pacific
Journal of Teacher Education, 40

19. Impact
of
mobile
technologies
Pareja, N., Tondeur, J.
Mathieu, G., Bruggeman, B., &
van Braak, J. (2013). Can
mobile technologies mobilize
teaching and learning? An
exploratory study of teachers’
thoughts and practices
concerning the use of tablet
PC’s. Paper presented at
ISATT Conference

20. DIGITAL DEVIDE
Tondeur, J., Sinnaeve I., Van Houtte, M., & van Braak, J. (2011). ICT as cultural capital:
effects of socioeconomic status on the ICT profile of young people. New Media &
Society, 13(1), 151-168
Tondeur, J., Bill, M., Smulders, M., Krug, D., & Zhu, C. (2013). Capacity building for ICT
integration in secondary schools in Kenya: An exploratory case study. Paper presented at
ISATT.
Tondeur et al. (2014). Gender differences in the computer profile of university students:
The gap between learning and everyday activities. Submitted in Gender and Education.

21. WORK IN PROGRESS
¢ Review about the relationship ICT / teacher beliefs
¢ Survey ICT-competencies in teacher education
¢ Delphi study about Teacher design teams
¢ Development of a model for professional development
for ICT-integration
¢ Longitudinal study about beginning teachers ICT-use
¢ Design based research “School of the future”
¢ …
Papers online via http://ugent.academia.edu/JoTondeur