Jo Tondeur

This chapter explores the possibilities of online tools to support ICT (Information and Communication Technology) integration in primary education. Before describing three
valuable tools, a framework will be discussed which gives schools insight into the most important preconditions for successful use of ICT in relation to the selection of a specific tool. Consequently, three specific tools are described: (1) the “Four in Balance” tool measures a school’s current use of ICT, (2) the “ICT-Assessment tool” focuses on teachers’ knowledge and skills and corresponds with the school’s vision on ‘good’ education, and (3) “pICTos”, an online tool that supports the process of ICT planning in schools. These examples illustrate how the tools operate and their many possibilities.

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Phd: Development and evaluation of a model of ICT integration in primary education

Jo Tondeur; Supervisors : Martin Valcke & Johan van braak

The research presented in this dissertation aimed at understanding how computers are being used by primary school teachers and how ICT use is influenced by and related to a number of teacher and school related variables. This research aim embodies the idea that ICT integration should be seen as a specific case in the wider field of school improvement. The school-improvement perspective and findings from each subsequent chapter resulted in the
development of a model of ICT integration in primary education. The model adds to the holistic approach when explaining ICT integration in education because teachers are not considered as completely independent, but sharing their school context. Although ICT integration still seems to depend for a large part on the willingness and attitudes of individual
teachers, an important conclusion arising from our studies is that school-based policies have the potential to become a vehicle to promote ICT integration. In this phd, we especially focused on the iterative construction of a model that
describes and explains ICT integration in class. Although future research is needed to further develop this model, we nevertheless hope that the conclusions presented throughout this dissertation are already helpful for those actively involved in the difficult task of managing the complex process of ICT integration. It must be stressed over and over again that, even
when teachers recognise ICT as a beneficial tool, the integration of computers in daily classroom practice remains a complex and long-term enterprise.

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