Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them.At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

ANALYSIS OF ICT USE BY PRIMARY AND SECONDARY

SCHOOL TEACHERS.

I. GASTALDO, G. ALMERICH, I. DÍAZ, R. BOEducational Technology Unit (UTE)

University of Valencia.Spain. E-mail: Irene.Gastaldo@uv.es

http://ute.uv.es/ute

Presentation

Our research has as objectives: analysis of ICT use by Primary and Secondary School teachers :

personal-professional use use in classroom

Besides we study the influence of the following variables in the ICT use:

to have computer at home with or without Internet availability of computer classroom in the school timetable in

the educational institution.

• gender• Access variables:

Method

Survey design whose population is made up of teachers from Primary and Secondary educational institutions in the Comunidad Valenciana, both public as private ones.

The sample was extracted by means of a random sampling stratified depending on educational level and county.

The primary unit of sampling is the type of educational institution and the secondary unit is the teachers who answered the questionnaire.

Method

Statistical analysis:

Descriptive T test

Time period: The results were collected in two phases:

April-July of 2003 September-November of 2003.

Sample

868 teachers from 87 educational institutions, with 41 years old on average and 15,5 years old of professional experience on average.

Gender Educational level

male female primary secondary

compulsory secondary non-

compulsory % 46.2 53.8 39.0 38.7 22,4

The sample was stratified proportionally by educational level and gender.

Instrument

Questionnaire (online or paper), designed ad hoc with 9 sections:

teachers´ characteristics accessibility to computer

equipment knowledge integration of ICT Use of ICT

attitudes towards ICT obstacles training needs in

technological resources and integration of ICT.

Personal-professional use

Use in the classroom with students

Instrument This section of the questionnaire, ICT use, consists of 13

items for both dimensions, which refer to: languages and author systems Internet as information resource Internet as communication tool initial design of Web pages Advanced design of Web pages specific applications or resources (the

analysis of this item is not included in this study)

All these items were rated on to five point Likert scale, ranging as

nothing, a little, regular, quite a lot, a lot.

Word processor spreadsheet Databases multimedia presentations documentary bases audiovisual means educational software

Results Three aspects:

ICT use and educational level ICT use and gender ICT use and access variables:

to have computer at home with or without Internet (private access) availability of computer classroom in the school timetable in the

educational institution (public access)

Remember! ICT use in two modalitie

s:

personal-professional & in the

classroom

Results ICT USE & EDUCATIONAL LEVEL:

Pointing use of :word processor Internet

Patterns are the same for the three educational levels

information resource

communication tool.

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Primary Compulsory Secondary Non-compulsory Secondary

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

Personal-professional use

Word processor

Authorship

AudiovisualEd. software

SpreadsheetWeb design

Internet

Results ICT USE & EDUCATIONAL LEVEL:

Regarding use in the classroom, the pattern is again the same in the three educational levels

Pointing use to a large extent of: audiovisual means educational software word processor Internet as an information tool.

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Primary Compulsory Secondary Non-compulsory Secondary

Use in the classroom with

students

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

AudiovisualWord processor Internet

Educational software

Results ICT USE & EDUCATIONAL LEVEL:

Compulsory and non-compulsory Secondary School teachers have a higher level of use compared to Primary School teachers

Finally differences between Primary and the other levels are higher in personal-professional use than use with students seeing as this type of use is very low.

Differences are significant in Primary School compared to the other two levels, but there are not any significant differences between compulsory and non-compulsory Secondary School, in both modalities of use.

Exception: educational software with students

In both modalities of use

Results

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Men Women

ICT USE & GENDER: Men use more ICT than women

Significant differences in all cases but these differences are smaller in the use in the classroom with students

In both modalities of use

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Men Women

The pattern is the same that we explained before.

Personal-professional

use Use in the classroom with

students

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

Results ICT USE & ACCESS VARIABLES:

Teachers with PC & Internet at home note a higher level of personal-professional use of ICT than teachers who only have PC.

Private access

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

With PC with Internet Without PC with Internet

Personal-professional use

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

With PC Without PC

Personal-professional use

Results

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

With PC with Internet Without PC with Internet

ICT USE & ACCESS VARIABLES: The same situation in the case of use with students. With PC the level of use is higher and better if there is Internet.

Private access

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

With PC Without PC

In any case, this type of use is lower than personal-professional one

Use in the classroom with

students

Use in the classroom with

students

Results

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Availability PC classroom Non-availability PC classroom

ICT USE & ACCESS VARIABLES: Availability of PC classroom becomes an important factor for a higher level of use of ICT. Although with students this high level means only “little” use.

Public access

Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

1

2

3

4

5

Word

pro

cess

or

Sprea

dshee

t

Datab

ases

Mul

timedia

pre

sent

atio

ns

Docum

enta

ry b

ases

Audiov

isual

mea

ns

Educa

tiona

l sof

twar

e

Lang

uage

s & a

utho

r sys

tem

s

Inte

rnet

-info

rm.

Inte

rnet

-com

unic.

Initia

l des

ign o

f Web

pag

es

Advan

ced

desig

n of

Web

pag

es

Availability PC classroom Non-availability PC classroom

Personal-professional use

Use in the classroom with

students

Conclusions

From the results, it has been proved that ICT use in both modalities is influenced by different factors:

Men show a higher level of ICT useSecondary School Teachers use ICT more than Primary

More use of ICT if PC at home and at school

Personal: gender Context: Educational level

Access to PC at home and school

A higher level of ICT use for personal-professional factors than for using ICT with students in the classroom

Conclusions

These factors

ENABLERSOBSTACLES

become

Finally, we must consider these factors in the ICT integration process in the classroom and in several educational contexts (educational system, politics, institutions, teachers, etc.) in order to get that they BECOME ENABLERS of the ICT integration and not obstacles.

More information…