Predictors of Class Use of Computers

Johan Van Braak

International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 220–225

A survey was performed to investigate the influence of personal factors on class use of computers. Subjects were 236 secondary school teachers who were using computers, either for teaching or non-teaching purposes. A logistic regression technique...

Topics: Computers

Cultural and gender differences in computing among secondary school children

Johan van Braak

World Conference on Educational Media and Technology 2000 (2000) pp. 1534–1535

In this study, some figures are presented on the presence of a home computer, frequency of computer use and computer tasks among a large group of secondary school children in Belgium. In particular, relationships have been sought between the...

Topics: Gender, Computers, Culture

Individual Characteristics Influencing Teachers' Class Use of Computers

Johan van Braak

Journal of Educational Computing Research Vol. 25, No. 2 (2001) pp. 141–57

Describes a study of Belgian secondary school teachers that investigated the relationship between computer use in the classroom and influencing factors on an individual level. Considers age, gender, teaching a technology-related subject, computer...

Factors influencing the use of computer mediated communication by teachers in secondary schools

Johan van Braak

Computers & Education Vol. 36, No. 1 (2001) pp. 41–57

In this article, a survey on the factors influencing the use of computer mediated communication (CMC) by teachers in secondary schools in Brussels is described. The survey compared a group of CMC users with non-CMC users. It is demonstrated that...

Language: English

Topics: Secondary Education, Teachers

Domains and determinants of university students’ self-perceived computer competence

Johan P. van Braak

Computers & Education Vol. 43, No. 3 (November 2004) pp. 299–312

The first aim of this study was to develop an instrument of self-perceived computer competence and to assess differences among university students. For this purpose, two instruments were developed: ‘quantity of computer applications’ (16 items) and ‘...

Gender and socioeconomic related differences in performance based ICT competences

Koen Aesaert; Johan van Braak

Computers & Education Vol. 84, No. 1 (May 2015) pp. 8–25

In the past, several studies have investigated the relationship between gender and socioeconomic status on the one hand, and students' ICT competences on the other. In this research field, two problems seem to occur. First, research findings are...

Language: English

A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers' Perceptions of Innovation Attributes

Ruben Vanderlinde; Johan van Braak

Educational Technology & Society Vol. 14, No. 2 (2011) pp. 124–135

Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers' perceptions of the new ICT ...

The Influence of Social-Demographic Determinants on Secondary School Children's Computer Use, Experience, Beliefs and Competence

Johan Van Braak; Dimokritos Kavadias

Technology, Pedagogy and Education Vol. 14, No. 1 (March 2005) pp. 43–59

This study examines the impact of socio-economic status and gender on computer ownership and the computer profile of 518 pupils in Dutch-speaking secondary education in Brussels (Belgium). Computer profile is introduced as a concept gauging computer ...

The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective

Ruben Vanderlinde; Johan van Braak

Computers & Education Vol. 55, No. 2 (September 2010) pp. 541–553

In the search for factors affecting the use of ICT in educational settings, several authors have presented holistic conceptual frameworks. In this study, we argue that while these models are valuable sources for conducting qualitative research, they ...

Language: English

Measuring ICT use and contributing conditions in primary schools

Ruben Vanderlinde; Koen Aesaert; Johan Braak van

British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 1056–1063

Information and communication technology (ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent...

ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts

Ruben Vanderlinde; Johan van Braak; Sara Dexter

Computers & Education Vol. 58, No. 4 (May 2012) pp. 1339–1350

Researchers and policy makers around the world are increasingly acknowledging the importance of developing a school-based ICT policy plan to facilitate the integration of information and communication technology (ICT) in education. Despite this...

Language: English

Topics: Information Communication Technologies

ICT Research and School Performance Feedback: A Perfect Marriage?

Ruben Vanderlinde; Ruben Hermans; Johan van Braak

Educational Studies Vol. 36, No. 3 (July 2010) pp. 341–344

An important step towards the successful integration of Information and Communication Technology (ICT) in schools is to facilitate their capacity to develop a school based ICT policy. However, one of the biggest challenges for schools is to gather...

Institutionalised ICT use in primary education: A multilevel analysis

Ruben Vanderlinde; Koen Aesaert; Johan van Braak

Computers & Education Vol. 72, No. 1 (March 2014) pp. 1–10

This study uses a multilayered framework of different independent school and teacher variables to study which factors are related to the use of ICT for teaching and learning in Flemish (Belgium) primary schools. Special attention is paid to widely...

Language: English

Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools

Ruben Vanderlinde; Johan van Braak; Ruben Hermans

Educational Technology Research and Development Vol. 57, No. 4 (August 2009) pp. 573–584

In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical...

Explaining Different Types of Computer Use among Primary School Teachers

Johan van Braak; Jo Tondeur; Martin Valcke

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),...

The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors

Stephanie Kerckaert; Ruben Vanderlinde; Johan van Braak

European Early Childhood Education Research Journal Vol. 23, No. 2 (2015) pp. 183–199

Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer...

ICT integration in the classroom: Challenging the potential of a school policy

Jo Tondeur; Hilde van Keer; Johan van Braak; Martin Valcke

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...

Language: English

Topics: Information Communication Technologies

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

Koen Aesaert; Daniël van Nijlen; Ruben Vanderlinde; Johan van Braak

Computers & Education Vol. 76, No. 1 (July 2014) pp. 168–181

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This...

Language: English

Primary school pupils' ICT competences: Extensive model and scale development

Koen Aesaert; Johan van Braak; Daniël van Nijlen; Ruben Vanderlinde

Computers & Education Vol. 81, No. 1 (February 2015) pp. 326–344

In search of factors that affect pupils' ICT competences, research has developed and empirically validated several conceptual frameworks. Although these frameworks are valuable ways of initially identifying factors related to pupils' ICT competences,...

Language: English

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

Ruben Hermans; Johan van Braak; Hilde Van Keer

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 1 (January 2008) pp. 127–139

In this article the development and validation of the Beliefs about Primary Education Scale (BPES) are described. The BPES is an 18-item scale for assessing primary school teachers’ beliefs toward the nature of good education, subdivided in a...

Language: English

Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review

Heleen Bourdeaud'hui; Koen Aesaert; Hilde Van Keer; Johan van Braak

Educational Research Review Vol. 25, No. 1 (November 2018) pp. 86–99

This study presents a systematic review of the empirical research on primary school students' first language listening skills. In total, 27 studies were selected and reviewed. The purpose of this review is twofold. First, outcome variables of...

Language: English

Identifying multiple roles of ICT coordinators

Anneline Devolder; Ruben Vanderlinde; Johan van Braak; Jo Tondeur

Computers & Education Vol. 55, No. 4 pp. 1651–1655

This study reports on the development and validation of measurement scales to study the different roles fulfilled by ICT coordinators. Based on a review of the literature, a 24 item questionnaire was constructed and administered to a sample of 177...

Language: English

Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur

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...

E-learning at the University: the Students’ Perspectives

Katie Goeman; Johan van Braak; Eric De Vos

World Conference on Educational Media and Technology 2004 (2004) pp. 3561–3567

Students and lecturers are the key actors in the introduction of e-learning at universities. The current article focuses on students' expectations of consequences of e-learning, studied by means of a survey-questionnaire (n=474). After developing...

Topics: Computers, Educational Technology

Time for Action! ICT Integration in Formal Education: Key Findings from a Region-Wide Follow-Up Monitor

Katie Goeman; Jan Elen; Bram Pynoo; Johan van Braak

TechTrends: Linking Research and Practice to Improve Learning Vol. 59, No. 5 (September 2015) pp. 40–50

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment ...

ICT teacher training: Evaluation of the curriculum and training approach in Flanders

Martin Valcke; Isabel Rots; Marjolein Verbeke; Johan van Braak

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 6 (August 2007) pp. 795–808

A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what...

Language: English

The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

Koen Aesaert; Ruben Vanderlinde; Jo Tondeur; Johan van Braak

Educational Technology Research and Development Vol. 61, No. 1 (February 2013) pp. 131–151

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of ...

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Jo Tondeur; Johan van Braak; Fazilat Siddiq; Ronny Scherer

Computers & Education Vol. 94, No. 1 (March 2016) pp. 134–150

The main objective of this study is to develop a self-report instrument to measure pre-service teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities....

Language: English

Are You Being Served? Students’ E-learning Needs – A Survey

Katie Goeman; Johan van Braak; Eric De Vos

World Conference on Educational Media and Technology 2002 (2002) pp. 630–631

The introduction and implementation of e-learning in Belgian university education is a hot topic. In this paper we present the main results of a study concerning students' learning needs. Our analysis focuses on the type of academic education they...

Topics: Distance Education, Students

Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration

Jo Tondeur; Geert Devos; Mieke van Houtte; Johan van Braak; Martin Valcke

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...

Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century

Jo Tondeur; Koen Aesaert; Bram Pynoo; Johan Braak van; Norbert Fraeyman; Ola Erstad

British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 462–472

The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with...

Teachers' acceptance and use of an educational portal

Bram Pynoo; Jo Tondeur; Johan van Braak; Wouter Duyck; Bart Sijnave; Philippe Duyck

Computers & Education Vol. 58, No. 4 (May 2012) pp. 1308–1317

In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is...

Language: English

Technology Curriculum and Planning for Technology in Schools: The Flemish Case

Ruben Vanderlinde; Johan van Braak; Vicky De Windt; Jo Tondeur; Ruben Hermans; Ilse Sinnaeve

TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 2 (April 2008) pp. 23–26

As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but ...

Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur; Chang Zhu

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....

Monitor for ICT integration in Flemish education (MICTIVO): Research set-up and some preliminaries

Pieter Jan Heymans; Eline Godaert; Jan Elen; Johan van Braak; Katie Goeman

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 479–484

MICTIVO is a monitoring tool to evaluate ICT integration in the formal Flemish education. It was first conducted in 2008, based on a literature review of several European monitors for mapping the adoption and diffusion of technology for teaching and ...

Topics: Government initiatives and programs, Teacher education and technology integration, Contextualized innovation (accessibility, scalability, usability, & sustainability)

Eliciting teachers\u2019 technological pedagogical knowledge

Maaike Heitink; Joke Voogt; Petra Fisser; Liesbet Verplanken; Johan van Braak

Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)

This paper starts from the understanding that teachers\u2019 knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers\u2019 reasoning in relation to...

Practical Considerations Informing Teachers' Technology Integration Decisions: The Case of Tablet PCs

Natalie Pareja Roblin; Jo Tondeur; Joke Voogt; Bram Bruggeman; Griet Mathieu; Johan van Braak

Technology, Pedagogy and Education Vol. 27, No. 2 (2018) pp. 165–181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers' decisions concerning their educational uses within the constraints of daily classroom practice. The...

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

Jo Tondeur; Johan van Braak; Guoyuan Sang; Joke Voogt; Petra Fisser; Anne Ottenbreit-Leftwich

Computers & Education Vol. 59, No. 1 (August 2012) pp. 134–144

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of...

Language: English

Measuring TPACK: Part 2

Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487

Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...

Factors affecting pre- and in-service use of technology in teaching: Implications for research and practice – Part 1

Daan Farjon; Anneke Smits; Joke Voogt; Gerald Knezek; Rhonda Christensen; Dominik Petko; Doreen Prasse; Jo Tondeur; Ronny Scherer; Fazilat Siddiq; Teemu Valtonen; Erkko Sointu; Johan van Braak

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 604–607

This symposium aims to contribute to a better understanding of the factors that contribute to or impede pre- and in-service teachers to use technology in their teaching. Three models are central and discussed in the contributions to the symposium....

Topics: Teacher education and technology integration

Effective approaches to prepare future teachers for educational technology use

Jo Tondeur; Natalie Pareja Roblin; Johan van Braak; Joke Voogt; Sarah Prestridge; Alona Forkosh-Baruch; Miri Shonfeld; Merav Asaf; Maaike Heitink; Liebet Verplanken; Petra Fisser; Peter Albion

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3082–3085

Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a ...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking

Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911

The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...

Topics: Graduate Education & Faculty Development