Time for action! ICT Integration in Formal Education: Key Findings from a Region-wide Follow-up Monitor

Abstract

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 in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools.3

The unified model of task-specific motivation and teachers’ motivation to learn about teaching and learning supportive modes of ICT use

“…This triggered in the last decade much research into the integration of information and communication technology in education (e.g. Donnelly et al 2011;Drent 2005;Goeman et al 2015;Kreijns et al 2013;Lin et al 2012;Liu and Pange 2015;Sang et al 2010;Tondeur et al 2017a). A prevailing theme in this research is the believe that ICT applications promise an added value as they supposedly have the potential to improve education and are an important vehicle to develop the competencies needed in a knowledge society (Tubin 2006;Voogt 2010) and that teachers and their capacities are the quintessential factors in this innovation (Voogt et al (2018), although educational practice as yet does not appear to live up to this transformational potential (Hayes 2007;OECD 2016;Smeets 2005;Tondeur et al 2017a;cf.…”

“…The OECD report on the role of computers in education (OECD 2015) posits that ICT "has revolutionised virtually every aspect of our life and work" (p. 3) and points to the fact that a lack of ICT skills will severely impede citizens' participation in society, economically, socially, and culturally. For many years, schools were lagging behind, mainly because of the absence of an adequate ICT infrastructure (Goeman et al 2015). But schools are catching up due to a steady decline of equipment prices and the spread of mobile technology (cf.…”

New Developments in Factor Score Regression: Fit Indices and a Model Comparison Test

“…We use data from the Monitoring ICT (information and communications technology) integration in Flemish Education 2012 (MICTIVO2) to illustrate the method of Croon, with the newly developed fit indices and model comparison tests. This study assesses the impact of ICT at all levels of formal education (Goeman, Elen, Pynoo, & van Braak, 2015). The latent constructs in the study were all measured using several indicator variables, using Likert-type scales, ranging from 5- to 7-point scales.…”

Aplicación de las herramientas Web 2.0 en el proceso pedagógico de la Matemática: Caso práctico con estudiantes de Educación Básica

“…al., [18]. Para que los aprendizajes de los estudiantes sean significativos y duraderos, es primordial cambiar los esquemas tradicionales en los que el docente guía su clase por procesos pedagógicos interactivos, a través de la utilización de medios tecnológicos que se encuentren centrados en las herramientas Web 2.0 [25], [26] [19].…”