cirn conference: melissa
TRANSCRIPT
The value of measurement in research practice: Evaluating ICT training in education Francesca Fanni, Izak van Zyl, Isabella Rega, and Lorenzo Cantoni New Media in Education Laboratory (NewMinE Lab), Università della Svizzera italiana, Lugano, Switzerland
Isabella Rega [email protected]
Objectives
• to describe the use of a blended approach in analysing the impact of ICTs in education.
• quantitative (based on questionnaire data) measurements
• qualitative (based on interview data) measurements
• to show how each may complement the other
Self-Efficacy (SE) Construct
People’s judgment of their capabilities to organize and execute courses of action required to attain designated types of
performances.
Bandura, 1995
• 4 main sources
• mastery experiences,
• vicarious experiences,
• social persuasion,
• and emotional states.
Computer SE (CSE) & Teacher SE (TSE)
CSE
an individual perception of his or her ability to use computers in the accomplishment of a task
Compeau & Higgins, 1995
TSE
Judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among
those students who may be difficult or unmotivated
Bandura, 1995
The Sample and the Measurements
Group A
• Quantitative Approach • July 2009 - beginning
• January 2010 - middle
• May 2010 – end
• Qualitative Approach • February/April 2010
Group B
• Quantitative Approach • July 2009
• January 2010
• --
• Qualitative Approach • June/August 2010
• Group A: 42 teachers - Rosmead and Zimasa • Group B: 68 teachers - Vukukhanye, Blossom,
Thembani and Moshesh
Quantitative Results/1
July 2009 January 2010 May 2010
TSE 7.2 6.7 7
CSE 5.7 6.1 6.3
012345678
Group A
Quantitative Results/2
July 2009 January 2010
TSE 7.2 6.9
CSE 5.7 5.7
012345678
Group B
Qualitative Results/1
0
5
10
15
20
25
30
inte
rnal
psy
cho
logy
(A
)
inte
rnal
psy
cho
logy
(B
)
stu
den
t e
nga
gem
ent
(A)
stu
den
t e
nga
gem
ent
(B)
clas
sro
om
man
agem
ent
(A)
clas
sro
om
man
agem
ent
(B)
inst
ruct
ion
al s
trat
egie
s (A
)
inst
ruct
ion
al s
trat
egie
s (B
)
pre
par
atio
n (
A)
pre
par
atio
n (
B)
adm
in (
A)
adm
in (
B)
per
son
al u
se (
A)
per
son
al u
se (
B)
gen
eral
(A
)
gen
eral
(B
)
sup
po
rt (
A)
sup
po
rt (
B)
Mastery Experience Positive
POSSIBLE
ACTUAL
Qualitative Results/2
0
10
20
30
40
50
60
inte
rnal
psy
cho
logy
(A
)
inte
rnal
psy
cho
logy
(B
)
stu
den
t en
gage
men
t (A
)
stu
den
t en
gage
men
t (B
)
clas
sro
om
man
agem
ent
(A)
clas
sro
om
man
agem
ent
(B)
inst
ruct
ion
al s
trat
egie
s (A
)
inst
ruct
ion
al s
trat
egie
s (B
)
per
son
al u
se (
A)
per
son
al u
se (
B)
tech
nic
al is
sues
(A
)
tech
nic
al is
sues
(B
)
gen
eral
(A
)
gen
eral
(B
)
sup
po
rt (
A)
sup
po
rt B
)
Negative Mastery Experience
POSSIBLE
ACTUAL
Qualitative Results/3
0
10
20
30
40
50
60
Vicarious Experience Positive
POSSIBLE
ACTUAL
Qualitative Results/4
0
10
20
30
40
50
60
Vicarious Experience Negative
POSSIBLE
ACTUAL
Hints on Complementarity
• Quantitative results • Group A:
• CSE slightly increased, TSE stable.
• No correlation between CSE and TSE.
• CSE and TSE starting values: high
• Qualitative results: • High starting CSE value:
• Group B: already using technologies in a variety of ways : to engage their students in learning activities, to manage their classes, to design and deliver their instructional strategies, for lesson preparation, and to perform administrative tasks
• Group A started using more technologies within their working activities, featuring many usages from the realm of possible to the realm of actual and increasing their perceptions of mastery experiences in ICT.
• No correlation between CSE and TSE • It is not a matter of not adoption, teachers are in fact using ICTs (for various
purposes), but cannot explicitly relate this to their perceptions of being better educators
