Measuring ICT Use and Contributing Conditions in Primary Schools

Autor/inn/en	Vanderlinde, Ruben; Aesaert, Koen; van Braak, Johan
Titel	Measuring ICT Use and Contributing Conditions in Primary Schools
Quelle	In: British Journal of Educational Technology, 46 (2015) 5, S.1056-1063 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12282
Schlagwörter	Educational Technology; Technology Uses in Education; Elementary Schools; Teaching Methods; Access to Information; Learning Strategies; Faculty Development; Technological Literacy; Instructional Leadership; Barriers + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Technisches Wissen; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	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 variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01