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MICTIVO: monitoring ICT integration in Flemish education: theoretical background and set-up

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Abstract
Parallel with ICT-investments, governments set-up monitoring programs to evaluate the return on investment and effects of ICT on educational practice. MICTIVO aims to monitor the ICT-integration in the Flemish education system. ICT-integration in MICTIVO is a combination of ICT-infrastructure, ICT-policy and ICT-use at the micro-level, in which three actors are involved: headmasters, teachers and students with their characteristics, ICT-competences and perceptions towards ICT. MICTIVO is devised as a recurrent instrument with room for additional indicators to assess the latest trends (e.g. social media use). During the first edition (2007-2008), scales were validated and empirically tested, and the second edition (2012-2013) is a follow-up study. Design principles were ensuring comparability (over time, between actors, between indicators) and avoiding redundancy. To get a representative view on the Flemish education system, 20% of the schools are selected through stratified random sampling. The selected schools are allocated to one of three sub studies. In the first, only headmasters are questioned (80% of the sample), in the second also all the teachers per school (10%) and in the third also several classes of students per school (10%). This will allow to run multilevel analyses. The strengths of MICTIVO are that we will get a representative view on the status of ICT-integration in Flanders, based on scales that were validated in the population and with strong psychometric properties.
Keywords
Technology in Education and Training, Educational Technology, Educational Policy

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MLA
Pynoo, Bram, et al. “MICTIVO: Monitoring ICT Integration in Flemish Education: Theoretical Background and Set-Up.” 15th Biennial EARLI Conference for Research on Learning and Instruction, Proceedings, 2013.
APA
Pynoo, B., Kerckaert, S., Goeman, K., Elen, J., & van Braak, J. (2013). MICTIVO: monitoring ICT integration in Flemish education: theoretical background and set-up. In 15th biennial EARLI conference for research on learning and instruction, Proceedings. München, Germany.
Chicago author-date
Pynoo, Bram, Stephanie Kerckaert, Katie Goeman, Jan Elen, and Johan van Braak. 2013. “MICTIVO: Monitoring ICT Integration in Flemish Education: Theoretical Background and Set-Up.” In 15th Biennial EARLI Conference for Research on Learning and Instruction, Proceedings.
Chicago author-date (all authors)
Pynoo, Bram, Stephanie Kerckaert, Katie Goeman, Jan Elen, and Johan van Braak. 2013. “MICTIVO: Monitoring ICT Integration in Flemish Education: Theoretical Background and Set-Up.” In 15th Biennial EARLI Conference for Research on Learning and Instruction, Proceedings.
Vancouver
1.
Pynoo B, Kerckaert S, Goeman K, Elen J, van Braak J. MICTIVO: monitoring ICT integration in Flemish education: theoretical background and set-up. In: 15th biennial EARLI conference for research on learning and instruction, Proceedings. 2013.
IEEE
[1]
B. Pynoo, S. Kerckaert, K. Goeman, J. Elen, and J. van Braak, “MICTIVO: monitoring ICT integration in Flemish education: theoretical background and set-up,” in 15th biennial EARLI conference for research on learning and instruction, Proceedings, München, Germany, 2013.
@inproceedings{3168991,
  abstract     = {{Parallel with ICT-investments, governments set-up monitoring programs to evaluate the return on investment and effects of ICT on educational practice. MICTIVO aims to monitor the ICT-integration in the Flemish education system. ICT-integration in MICTIVO is a combination of ICT-infrastructure, ICT-policy and ICT-use at the micro-level, in which three actors are involved: headmasters, teachers and students with their characteristics, ICT-competences and perceptions towards ICT. MICTIVO is devised as a recurrent instrument with room for additional indicators to assess the latest trends (e.g. social media use). During the first edition (2007-2008), scales were validated and empirically tested, and the second edition (2012-2013) is a follow-up study. Design principles were ensuring comparability (over time, between actors, between indicators) and avoiding redundancy. To get a representative view on the Flemish education system, 20% of the schools are selected through stratified random sampling. The selected schools are allocated to one of three sub studies. In the first, only headmasters are questioned (80% of the sample), in the second also all the teachers per school (10%) and in the third also several classes of students per school (10%). This will allow to run multilevel analyses. The strengths of MICTIVO are that we will get a representative view on the status of ICT-integration in Flanders, based on scales that were validated in the population and with strong psychometric properties.}},
  author       = {{Pynoo, Bram and Kerckaert, Stephanie and Goeman, Katie and Elen, Jan and van Braak, Johan}},
  booktitle    = {{15th biennial EARLI conference for research on learning and instruction, Proceedings}},
  keywords     = {{Technology in Education and Training,Educational Technology,Educational Policy}},
  language     = {{eng}},
  location     = {{München, Germany}},
  pages        = {{5}},
  title        = {{MICTIVO: monitoring ICT integration in Flemish education: theoretical background and set-up}},
  year         = {{2013}},
}