The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective
ARTICLE
Ruben Vanderlinde, Johan van Braak
Computers & Education Volume 55, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
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 are less useful for quantitative research since few measurement scales have been created. We present an empirically tested conceptual framework to further examine the complex process of integrating ICT for instructional purposes. This model has been developed from a school improvement perspective and considers the e-capacity of a school as an overarching concept. E-capacity refers to the schools' ability to create and optimise sustainable school level and teacher level conditions to bring about effective ICT change. The conditions identified are based on a literature review in the change and school improvement literature and the ICT integration literature. All conditions have been translated into reliable measurement scales. Questionnaire data were collected from a representative teacher sample (N = 471) in 62 primary school in Belgium (Flanders). Exploratory and confirmatory factor analyses were conducted indicating good goodness of fit estimates and good internal consistency.
Citation
Vanderlinde, R. & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/66546/.
This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.02.016Keywords
Cited By
View References & Citations Map-
Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan
Kosuke Terashima, Osaka Kyoiku University, Japan
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2543–2548
-
Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study
Jennifer de Vries & Tania Broadley, Curtin University, Australia
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 506–514
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.