Ghent University Academic Bibliography

Advanced

A new ICT curriculum for primary education in Flanders: defining and predicting teachers' perceptions of innovation attributes

Ruben Vanderlinde UGent and Johan van Braak UGent (2011) EDUCATIONAL TECHNOLOGY & SOCIETY. 14(2). p.124-135
abstract
Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers' perceptions of the new ICT curriculum in Flanders are examined. This curriculum reflects Flemish society's underlying vision of the role of technology and ICT in teaching and learning. The curriculum is compulsory for all primary schools and focuses on the cross-curricular integrated use of ICT. Teachers' perceptions of the curriculum are operationalised using Rogers' innovation diffusion theory, and are specified as innovation attributes. These are defined as the perceived characteristics of the ICT-curriculum. Factors explaining these attributes are investigated. A questionnaire is administered to a representative sample of Flemish teachers (N = 471). Factor analysis and hierarchical regression analysis are conducted. The results indicate that teachers have moderate opinions about the new ICT curriculum and that both teacher and school level conditions explain teachers' perceived characteristics of the new ICT curriculum. 'ICT competences of teachers' and the 'schools' ICT vision and policy' were found to be the strongest predictors. These results are of particular importance to policy makers and school leaders and shed light on the complex process of ICT curriculum implementation.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
EXPERIENCE, TECHNOLOGY INTEGRATION, CLASSROOM, ADOPTION, KNOWLEDGE, ICT curriculum, Innovation attributes, Teacher perceptions, COMPUTER USE, SCHOOLS, IMPLEMENTATION
journal title
EDUCATIONAL TECHNOLOGY & SOCIETY
Educ. Technol. Soc.
volume
14
issue
2
pages
124 - 135
Web of Science type
Article
Web of Science id
000291089100011
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.011 (2011)
JCR rank
57/203 (2011)
JCR quartile
2 (2011)
ISSN
1436-4522
language
English
UGent publication?
yes
classification
A1
additional info
In order to increase possibilities of data sharing and open access of data, the dataset behind the results presented in this article can be made available for scientific purposes. The dataset can be retrieved from the first author of the article. If interested in this dataset, please send an email to Ruben.Vanderlinde@UGent.be. This email should contain information on the person or institution interested in using the dataset, as well as information on the kind of analysis researchers want to conduct on the dataset.
copyright statement
I have transferred the copyright for this publication to the publisher
id
1246549
handle
http://hdl.handle.net/1854/LU-1246549
date created
2011-05-29 21:14:43
date last changed
2016-12-19 15:42:50
@article{1246549,
  abstract     = {Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers' perceptions of the new ICT curriculum in Flanders are examined. This curriculum reflects Flemish society's underlying vision of the role of technology and ICT in teaching and learning. The curriculum is compulsory for all primary schools and focuses on the cross-curricular integrated use of ICT. Teachers' perceptions of the curriculum are operationalised using Rogers' innovation diffusion theory, and are specified as innovation attributes. These are defined as the perceived characteristics of the ICT-curriculum. Factors explaining these attributes are investigated. A questionnaire is administered to a representative sample of Flemish teachers (N = 471). Factor analysis and hierarchical regression analysis are conducted. The results indicate that teachers have moderate opinions about the new ICT curriculum and that both teacher and school level conditions explain teachers' perceived characteristics of the new ICT curriculum. 'ICT competences of teachers' and the 'schools' ICT vision and policy' were found to be the strongest predictors. These results are of particular importance to policy makers and school leaders and shed light on the complex process of ICT curriculum implementation.},
  author       = {Vanderlinde, Ruben and van Braak, Johan},
  issn         = {1436-4522},
  journal      = {EDUCATIONAL TECHNOLOGY \& SOCIETY},
  keyword      = {EXPERIENCE,TECHNOLOGY INTEGRATION,CLASSROOM,ADOPTION,KNOWLEDGE,ICT curriculum,Innovation attributes,Teacher perceptions,COMPUTER USE,SCHOOLS,IMPLEMENTATION},
  language     = {eng},
  number       = {2},
  pages        = {124--135},
  title        = {A new ICT curriculum for primary education in Flanders: defining and predicting teachers' perceptions of innovation attributes},
  volume       = {14},
  year         = {2011},
}

Chicago
Vanderlinde, Ruben, and Johan van Braak. 2011. “A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers’ Perceptions of Innovation Attributes.” Educational Technology & Society 14 (2): 124–135.
APA
Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: defining and predicting teachers’ perceptions of innovation attributes. EDUCATIONAL TECHNOLOGY & SOCIETY, 14(2), 124–135.
Vancouver
1.
Vanderlinde R, van Braak J. A new ICT curriculum for primary education in Flanders: defining and predicting teachers’ perceptions of innovation attributes. EDUCATIONAL TECHNOLOGY & SOCIETY. 2011;14(2):124–35.
MLA
Vanderlinde, Ruben, and Johan van Braak. “A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers’ Perceptions of Innovation Attributes.” EDUCATIONAL TECHNOLOGY & SOCIETY 14.2 (2011): 124–135. Print.