Teaching with information and communication technologies: preliminary results of a large scale survey

ABSTRACT

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers - from primary school to higher education - were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students' motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes.

REFERENCES

• 1: Butler, D. L., and Sellbom, M. Barriers to adopting technology for teaching and learning. Educause Quarterly 25, 2 (2002), 2--28.
• 2: Cartwright, V., and Hammond, M. 'Fitting it in': a study exploring ICT use in a UK primary school. Australasian Journal of Educational Technology (Online Edition) 23, 3 (2007), 390--407.
• 3: Cox, M., Preston, C., and Cox, C. What factors support or prevent teachers from using ICT in the primary classroom. In British Educational Research Association Annual Conference. University of Sussex at Brighton.(September 2-5 1999). http://www.leeds.ac.uk/educol/documents/00001304.htm (1999).
• 4: Fee, K. Delivering E-Learning. Kogan Page, 2009.
• 5: Kim, K.-J., and Bonk, C. J. The future of online teaching and learning in higher education: The survey says... Educause Quarterly 29, 4 (2006), 22--30.
• 6: Lam, Y. Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review/La Revue canadienne des langues vivantes 56, 3 (2000), 389--420.
• 7: Prensky, M. Digital natives, digital immigrants. On the Horizon 9, 5 (2001), 1--6.
• 8: Preston, C., Cox, M., and Cox, K. Teachers as innovators An evaluation of the motivation of teachers to use information and communications technology. MirandaNet, South Croydon, 2000.
• 9: Puentedura, R. TPCK and SAMR - models for enhancing technology integration. http://www.msad54.org/sahs/TechInteg/mlti/SAMR.pdf, 2008.
• 10: Resnick, M. Sowing the seeds for a more creative society. Learning and Leading with Technology 35, 4 (2007), 18.
• 11: Scrimshaw, P. Enabling teachers to make successful use of ICT. Coventry: British Educational Communications and Technology Agency (2004).
• 12: Yuen, A. H., and Ma, W. W. Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education 10, 3 (2002), 365--383.

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Computer-assisted instruction (CAI)

General Terms:
Documentation, Human Factors, Measurement, Standardization

Keywords:
assessment, communication technologies, e-learning, information technologies, survey, teaching