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The document discusses factors that influence the use of information and communication technology (ICT) and outlines a process for designing interventions to promote ICT use. It identifies distal variables like needs and proximal variables like skills and attitudes. It then presents a 5-step process for intervention design: 1) assess needs and goals, 2) determine theoretical methods for change, 3) design and produce materials, 4) develop an implementation plan, and 5) design an evaluation plan. An example illustrates applying this process to promote teacher use of digital whiteboards by training support staff to help teachers and increasing teachers' ICT skills and willingness to seek help.
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Here are some examples of verb tenses in sentences:
Present Tense:
- I walk to school every day.
- She studies hard for her exams.
Past Tense:
- I walked to school yesterday.
- They studied all night for the test.
Future Tense:
- I will walk to school tomorrow.
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Kreijns english
- 1. What factors influence the use of ICT? https://erikbolhuis.titanpad.com/1
- 2. Distal variables Proximal variables Using the ICT-object +
- 5. Needs assessment 1. Get insight in problem behavior 2. Get insight in different sub populations 3. Get insight into factors influencing desired behavior Matrix of change goals 1. Determine the intervention objectives 2. Determine the most important modifiable factors 3. Determine the populations for interventions 4. Make by populations a change matrix Theoretical methods 1. List for each factor theoretical methods for change 2. Derive from the theory under what conditions, the methods are useful 3. Translate the methodologies into intervention strategies Intervention design and production 1. Combine the intervention strategies in an intervention program 2. Design and produce the required materials 3. Test in a pilot of the materials of the intervention of applicability and usability Develop implementation and dissemination plan Design evaluation-plan & method Implementation Evaluation
- 6. Example 1. Digital Whiteboards: teachers don’t use them 2. Populations: ICT, concierge and the teachers 3. Teachers don’t know if the the classroom stays the one is scheduled, the cables were to short and no help on demand 4. The concierge has ICT-skills, and is willing to help 5. Goals: ICT-skills, and has the attitude to help 6. Intervention: Professionalize ICT-skills, change attitudes
- 7. Skills Knowledge Attitude ICT Train concierge Make instruction cards Concierge ICT-skills: problem solving Willingness to help Teachers ICT-skills digital white boards Desired help
- 8. Example 1. Changing attitudes: Deci & Ryan: motivation! Helping makes you feel good. 2. Internal motivation is the best driver for behavior 3. Reward helping-behavior 4. Make a intervention program: making instruction cards, make help calling signs, make a training program, etc. 5. Make the materials 6. Test the materials in a pilot 7. Implement and disseminate the plan
- 13. Literature Kennisnet (2012) Four in balance. Retrieved from: http://www.kennisnet.nl/uploads/tx_kncontentelements/Four-In-Balance-Monitor-2012.pdf Kreijns K., Vermeulen, M., Van Acker, F., & Buuren, H. (2014) Predicting teachers’ use of digital learning materials: combining self- determination theory and the integrative model of behavior prediction. European Journal of Teacher Education 37(4), 465-478 Kreijns, K., Vermeulen, M., Kirschner, P., Van Buuren, H. & Van Acker, F. (2013). Adopting the Integrative Model of Behavior Prediction to explaiin Teachers’ willingness to use ICT: a perspective for research on teachers’ ICT usage in pedagogical practices.Technology, Pedagogy and Education 22(1), 55-71. NMC (2014) Retrieved from: http://www.nmc.org/publications