Predicting teachers' use of an educational system by intention, attitude and self-reported use

Acceptance studies are for organizations a means to gain insight into users’ perceptions of a (newly introduced) technology. However, the validity of an acceptance study might be limited (a) in the case where a technology can be used receptively (e.g. to download information) as well as generatively (e.g. to share knowledge); and (b) if actual use of the technology is not measured. For this study, different dimensions of actual use of an educational portal (number of logins, downloads, uploads, reactions and pageviews) of 864 teachers were collected on two occasions (T1 and T2), and linked to their responses on an acceptance questionnaire based upon scales of TAM and TPB (taken at T1). Two research questions were put forward: (1) which dimensions of actual use can be predicted by attitude, intention and self-reported use; and (2) which factors discern the uploaders from the non-uploaders. Regression analyses showed that receptive use (logging in, downloading and browsing) could be predicted by attitude, intention and self-reported use, with variance explained ranging between .13 and .16; whereas generative use (uploading and reacting on contributions of other teachers) could not be predicted (Adj. R2 between .01 and .04). Logistic regression showed that the more positive teachers’ attitudes towards the portal are and the higher their perceptions of control; the more likely they will upload information onto the portal. This study is a call for more research on the factors that influence different dimensions of actual educational technology use

Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

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

Developing a validated instrument to measure pre-service teachers’ ICT competencies : meeting the demands of the 21st-century

The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year pre-service teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis, and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (a) competencies to support pupils for ICT use in class and (b) competencies to use ICT for instructional design. This two-factor structure was confirmed in the confirmatory factor analysis. Recommendations are made on how this reliable instrument can help assess the level and progress of pre-service teachers’ ICT competencies

Betrokken, voorbeeldig, proactief: ICT-integratie in de lerarenopleiding

Naar aanleiding van een evaluatie van ICT-integratie in Vlaanderen waaruit blijkt dat er meer dan dringend nood is aan professionalisering van leraren, worden drie benaderingen geschetst. Elke benadering reflecteert een eigen visie op de (toekomstige) rol van ICT in het onderwijs

Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments

Online or blended adult education offers learners autonomy which makes them responsible for shaping their own learning. Considering the increased responsibility over learning, learner characteristics are important factors to consider in order to achieve educational success. With this in mind, the current study examines to what extent different learner (background) characteristics predict adult learners' intent-to-persist, satisfaction and performance in online or blended environments. The learner characteristics, namely motivation, self-regulation, internet attitudes and self-efficacy are selected based on previous research with regard to influences on persistence, performance and satisfaction. Furthermore, background variables like age, gender, having children, prior diploma, employment status and current educational level are included. Data were collected through a survey among 242 learners in online or blended adult education. Multivariate linear regressions (with intent-to-persist, satisfaction and performance as respective dependent variables) show that the motivation of learners influences all three outcomes. For both satisfaction and intent-to-persist, results show a positive relationship with controlled motivation and a negative relationship with amotivation. The autonomous motivation has a positive relationship with expected performance. Moreover, motivation is found to be the only characteristic in this study that predicts the intent-to-persist. For expected performance, negative relationships are found for the self-regulation subscale 'time management' and a positive relationship for 'self-evaluation'. The self-regulation subscale 'environment structuring' has a positive relationship with satisfaction, while 'help-seeking' has a negative relationship. As predicted, self efficacy seems to be an important variable which predicts the performance and satisfaction. Internet attitudes only relate to the satisfaction of learners. The results in the current study demonstrate that in online or blended adult education, learner characteristics are important to consider. Motivation is seen as a particularly critical variable. In this respect teachers and institutions should pay attention to the individual learner characteristics since these can serve as indicators for learners at risk

"I want them to know that I'm a person too": Understanding Youth Perspectives on Interactions with Police

Ongoing cases of police brutality and violence, including those with fatal consequences, have sparked global calls for police reform. In particular, police killings of unarmed racialized individuals and individuals experiencing mental health crises, have fuelled widespread questions regarding police training, competency, necessity, and role. These questions remain largely unanswered, as there is a lack of consensus among the public and interested parties regarding the nature of changes needed within police systems. Despite this lack of consensus, there is increasing evidence that young people are disproportionately impacted by police brutality and its subsequent consequences, including the compounding effects on mental health concerns and preexisting structural inequities. Although some police systems have begun attempting to address these concerns and have often consulted a range of interested parties in doing so, there is typically one notable group missing: youth. Despite the introduction of the United Nations Convention on the Rights of the Child and the increasing involvement of young people in activism, there is still a persistent lack of formal opportunities for young people to be meaningfully and effectively involved in decision-making and policy development. In particular, there is limited evidence relevant to how police systems serve youth, with many youth-focused policing initiatives lacking a foundation in evidence-based practice. Furthermore, although some police systems have begun integrating youth-specific strategies and policies, and even training youth-specific officers, few police systems have consulted youth in doing so. Given the right of young people to be involved in decision-making that directly impacts them, I felt it was necessary to develop a study that could address both of these aforementioned gaps. Specifically, I aimed to add to the evidence base of youth-specific policing practices, and most importantly, to ensure that youths’ voices and experiences are heard and integrated in doing so. To meet this goal, I developed a hybridized research approach by combining principles of the Critical Incident Technique and Participatory Action Research. I partnered with a community-based not-for-profit organization that supports young people facing barriers and conducted individual interviews and a focus group with youth who had experienced police interactions. Youth discussed significant encounters they had with police in the past to contextualize ‘critical incidents,’ or factors they believed to have contributed to the outcomes of these encounters. The critical incidents included actions that both youth and police had taken that youth perceived to either help or hinder the encounter, as well as wish-list items, or those that youth wish would have been different. Youth also discussed their perspectives on how previous interactions with police had impacted their current level of criminal-legal involvement and their overall well-being. Following these individual conversations, a focus group was held in which youth discussed their overall perspectives on youth policing and police system evolution. Two young people expressed interest in the participatory components of the research and thus acted as co-researchers in developing the coding framework and analyzing the focus group data to present it in their own words. In doing so, the principles of the United Nations Convention on the Rights of the Child, along with the theoretical underpinnings of the current study, could be upheld to ensure youths’ perspectives relevant to issues that directly impact them can be heard. Youth provided numerous actionable suggestions relevant to youth-policing practices and police system evolution. The findings are then discussed within the context of other proposed improvements to policing practices in the current literature. Additionally, this study is part of a broader, ongoing study with Dr. Melissa Tremblay, in which community partners and police officers who work with youth will also be interviewed, and a scoping review of police practices relevant to working with youth will be included. Much of the existing literature has addressed one portion of these study components in a silo, making it difficult to integrate findings from relevant interested and impacted parties with existing research and practice. By completing these studies in tandem, we aim to address this issue by combining all findings and providing police systems with actionable recommendations informed by both evidence and practice