The document explores the integration of technology in education, focusing on factors influencing its use by teachers and students, including their characteristics and beliefs. It analyzes various research approaches, including surveys and qualitative studies, to understand the relationship between educational beliefs and technology utilization. The findings suggest that pedagogical beliefs significantly affect how educators incorporate technology in their teaching practices.

1. Educational research and innovation:
The case of technology integration
Jo Tondeur
University de Luxembourg
6th May 2015

2. Contents
Introduction
ICT-use in education
Determinants
- Teacher characteristics
- School characteristic
In-service training
Towards a linking science
References
@jotondeur
ugent.academia.edu/JoTondeur
Research
approaches

3. ICT-use in education
Research
approaches

4. ICT & Education:
two worlds apart?
Concept paper (1)

5. Technological Pedagogical Content Knowledge
Review study (2)

6. Different types of ICT-use
in primary education
Survey study (3)
Learning tool
Information tool
Technical skills

7. Into the black box of ICT in education

8. Cases under magnifying glass
• John
– 56 year, 5th grade,
35 years teaching experience
• School:
– No ICT plan,
– PC lab with laptops,
– PC’s in class, projectors
• Observed lesson :
– Learning history using
digital mind maps
.
S#mulated
recall
interviews
(4)

9. 9
1. Pupils
have
a
posi#ve
a;tude
towards
ICT,
and
are
willing
to
use
ICT
to
support
their
own
learning
process.
2. Pupils
use
ICT
in
a
safe,
responsible
and
effec#ve
way.
3. Pupils
can
work
independently
in
a
ICT
enriched
learning
environment.
4. Pupils
can
learn
independently
in
a
ICT
enriched
learning
environment.
5. Pupils
can
use
ICT
to
elaborate
their
ideas
in
a
crea#ve
way.
6. Pupils
can
use
ICT
to
search
for,
process
and
store
digital
informa#on.
7. Pupils
can
use
ICT
to
present
informa#on
to
others.
8. Pupils
can
use
ICT
to
communicate
in
a
safe,
responsible
and
effec#ve
way.
ICT attainment targets for primary education
qualita#ve
cross-­‐case
document
analysis
(5)

10. A performance based
ICT competence test (6)

11. ICT-use in education
Research
approaches
Concept paper
Review study
Survey
Stimulated recall interviews
Performance based-tests
Multidimensional approach
Different types of hard/software
Different ways to use ICT (TPACK)
Document analysis
Impact ICT curriculum
Observations

12. Determinants of
ICT-integration in
education
Research
approaches

13. 1st 2nd 3th 4th 5th 6th
Grade level
0.00
2.00
4.00
6.00
8.00
10.00
12.00
Supportive use
of ICT
Class use
of ICT
Explaining differences
between teachers
Hours / week

14. 1 6 11 16 21 26 31 36 41 46 51 56 62
Schoolnummer
1.00
2.00
3.00
4.00
5.00
+ differences between schools
Hours / week

15. Types of computer
use
Culturalteacher
characteristics
Structural teacher
characteristics
Cultural school
characteristics
Contextual school
characteristics
How to explain?
Survey study (7)

16. 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 ++
Teacher centred beliefs + + -
Pupil centred beliefs + +++
Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001

17. 17
Focus on
pedagogical
beliefs

18. • Psychological understandings / propositions felt to be true
(Richardson,
2003)
• Through multitudinous experiences
(Nespor,
1987,
Pajares,
1992).
• Relatively stable
• Act as a filter through which new knowledge & experiences
are screened for meaning (Kagan,
1992)
• Underlie teachers’ planning, decision making, behaviour in
the classroom (Fang,
1996).
• Teachers more easily accept innovations that are in
accordance with their educational beliefs (Ertmer,
2005) 18
Pedagogical beliefs?

19. Traditionalism
Constructivism
Cluster 1
Cluster 3Cluster 4
Cluster 2
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
Linking ICT use and educational beliefs
Survey study (8)
*Reference list

20.
To synthesize the evidence on the relationship between
teachers’ beliefs about teaching and learning and their
technology uses
20
Method:
Meta-­‐aggrega)on
of
qualita)ve
evidence
• Review
study
that
uses
as
data
the
findings
from
other
qualita#ve
studies
based
on
the
same
topic
• A
structured
and
process
driven
approach
to
review
quan#ta#ve
literature
(cf.
Cochrane
and
Campbell
Collabora#on;
Hannes
et
al.,
2012)
• Three
step
process
(Hannes
et
al.,
2012)
1. Extrac#on
of
findings
2. Categorizing
of
findings
3. Synthesizing
the
categories
Qualitative Review study (9)

21.
Exploring beliefs and ICT use
as bi-directional relationship (see Haney et. al, 2002)
>
Exposure
to
new
theories/prac#ce
is
not
enough
Addressing beliefs as barriers and barriers related
to beliefs and technology use (see Ertmer, 2005; Hermans et. al,
2008)
>
Impact
of
barriers
on
expression/development
of
beliefs
>
Impact
of
beliefs
as
barriers
on
change
in
prac#ce
21
Synthesised findings

22. Multidimensional approach to describing the
relationship between beliefs and technology use
>
In-­‐depth
analysis
of
the
nature
of
beliefs
profiles
and
different
types
of
technology
use
(in
specific
contexts)
Including teacher beliefs in the professional
development for technology integration
>
Making
beliefs
explicit
>
Engaging
(preservice)
teachers
in
reflec#ve
examina#on
of
rela#onships
between
beliefs
and
prac#ce
(design
teams,
communi#es)
>
Benefits
of
hands-­‐on
experiences
22
Synthesised findings

23. Intervention: ICT-policy planning
Mixed-method case study (10)

24. 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
Mixed-method study (11, 12)
Teachers from C1
Use sign. > ICT
School policy!
“Despite the effort of the ICT co-ordinatior
to set up a strategic plan,
teachers are not aware of the specifics of the plan.”
[Principal/School 17]

25. Designing new ICT activities:
Teacher design teams
Authen#c
needs
Learning
by
design
Collabora#on
Evalua#on
and
reflec#on
TPACK
Intervention study (12)

26. “Ongoing collaboration among educators produces teacher
learning, and this ultimately improves teaching and learning”
(Levin, 2010, p. 110)
Own practice as a starting point
(authentic learning)
Improve practice
(and hence student learning)
Design as a core activity
Collaboration: Share / generate
knowledge about practice
Facilitate teacher/group learning
(role of the coach)
Characteristics of teacher design teams
Delphi study (14)

27. Determinants of
ICT-integration in education
Research
approaches
Delphi study
Case study Surveys
Intervention study
Pedagogical beliefs:
IT’s about education
Importance of school policies
Specific determinant
> types of ICT-use
Qualitative review

28. Delphi
study
Case study
Surveys
Intervention
study
Qualitative
Concept
paper
Review study
Performance
based-tests
Document
analysis
interviews
Observations
Educational innovation:
What type of research do we need?
?
?
?

29. Design based research as a form of linking science
Concept paper (15)
theore#cally-­‐oriented
interven#onist
collabora#ve
responsively
grounded
itera#ve

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C.P.,
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J.,
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J.,
&
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Braak,
J.
(2012).
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