Search results for author:"Martin Valcke"
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European Journal of Psychology of Education Vol. 19, No. 4 (2004) pp. 407–422
In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender),...
Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology
Computers & Education Vol. 54, No. 1 (January 2010) pp. 103–112
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to...
Computers & Education Vol. 51, No. 1 (August 2008) pp. 212–223
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores...
Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration
Educational Studies Vol. 35, No. 2 (May 2009) pp. 223–235
This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural...
Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables
Journal of Computer Assisted Learning Vol. 27, No. 2 (April 2011) pp. 160–172
Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables....