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Towards a typology of computer use in primary education.

In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the lit...

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Published in:Journal of Computer Assisted Learning Vol. 23; no. 3; pp. 197 - 207
Main Authors: Tondeur J, van Braak J, Valcke M
Format: questionnaire/scale research tables/charts Journal Article
Published: Wiley-Blackwell Jun2007
Online Access:View this record in EBSCOhost
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      dt: Jun2007
      vid: 23
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        105269978
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        2010457799
        10.1111/j.1365-2729.2006.00205.x
        105269978
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        atl: Towards a typology of computer use in primary education.
      aug:
        au:
          Tondeur J
          van Braak J
          Valcke M
        affil: Department of Education, Ghent University, H. Dunantlaan 2, B9000 Ghent, Belgium. Email: jo.tondeur@ugent.be
      sug:
        subj:
          Computer-Assisted Instruction Statistics and Numerical Data
          Computer-Assisted Instruction Trends
          Instrument Construction
          Attitude to Computers
          Child
          Coefficient alpha
          Computers and Computerization Utilization
          Factor Analysis
          Faculty Attitudes
          Goodness of Fit Chi Square Test
          Human
          Instrument Validation
          Internal Consistency
          Questionnaires
          Students, Elementary
          Teachers
          Child: 6-12 years
      ab: In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: 'the use of computers as an information tool', 'the use of computers as a learning tool,' and 'learning basic computer skills'. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education.
      pubtype: Academic Journal
      doctype:
        questionnaire/scale
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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