1 Background and research questions ICT may fit into a spectrum of instructional approaches, varying from traditional to innovative (Stoddart & Niederhauser, 1993). Two main types of software use in education may be distinguished: skill-based transmission software, and open-ended constructivist software (Niederhauser & Stoddart, 2001). Proponents of a constructivist and pupil centred approach of teaching and learning often stress the potential of ICT to support that approach. ICT may function as a facilitator of active learning and higher-order thinking (Jonassen, 1999). However, many studies have shown that traditional ways of using ICT, mainly of a skills-based nature, are favoured by many teachers (Niederhauser & Stoddart, 2001; Smeets, 2005; Tondeur, Van Braak, & Valcke, 2007). Chances of more pupil centred open-ended ICT applications depend to a large extent on teachers’ decisions. Teachers’ pedagogical perspectives and their views on how ICT can contribute to the learning environment may play an important role in their actual use of ICT in the classroom (Becta, 2004; Higgins & Moseley, 2001; Hokanson & Hooper, 2001; Niederhauser & Stoddart, 2001). Research shows that teachers who adhere to traditional transmission approaches to instruction, tend to prefer skill-based software, whereas most teachers who support constructivist views of teaching and learning, use skill-based as well as open-ended software (Niederhauser & Stoddart, 2001). In addition, other preconditions are of significant importance with respect to fostering the use of ICT, e.g. school policy, teachers’ skills and the availability of support (Becta, 2004; Mumtaz, 2000). The following research questions are addressed in the present study: • To what extent may teaching approaches in primary and secondary education be characterised as focusing on transmission of knowledge or on construction of knowledge? • To what extent is ICT used in primary and secondary education to support transmission of knowledge and to what extent is it used to support construction of knowledge? • To what extent would teachers prefer to shift their teaching approaches and use of ICT? • What are relevant background characteristics and preconditions at the teacher level and the school level with respect to teaching approaches, characteristics of the use of ICT and desired changes in teaching approaches and the use of ICT? • To what extent do primary and secondary schools differ with respect to the outcomes of the research questions above?

2 Method Data were collected by web questionnaires from 7000 primary school teachers in The Netherlands. In addition, data will be collected from teachers in secondary schools as well. The questionnaires focus at teachers’ views on teaching and learning as well as the abilities of their pupils, the teaching approaches without and with ICT, the desired teaching approaches including the use of ICT in the near future, and their views on preconditions relevant to the use of ICT in their classes. The questionnaire was validated in a pilot project. In addition to descriptive analyses, multilevel analyses and lisrel analyses will be carried out in order to answer the research questions.

3 Results At the conference results of the 2008 web survey will be presented. Main results of the 2006-2007 web survey in primary education are the following. • In general, teachers feel that a dynamic learning environment should be provided for pupils. • 50% of teachers estimate their competences are (very) advanced when it comes to the didactic use of ICT. • In learning environments focus is on knowledge transfer without ICT. • When ICT is used, focus is on knowledge transfer. • The use of ICT aiming at knowledge construction depends mainly upon teachers' attitudes with regard to providing a dynamic learning environment and upon the extent of teachers' use of ICT. • The use of ICT for knowledge transfer depends to a larger extent upon stimulating measures at the school level.