During the past decades there has been an ongoing debate about pedagogical practices that provide an optimum foundation for fostering learning processes. Proponents of open-ended learning environments contend that learning environments should be learner-centred, and stimulate pupils to engage in active knowledge construction and become autonomous learners who assume individual responsibility for their learning processes (Collins, 1996; Hannafin, Hall, Land, & Hill, 1994; Jonassen, Peck, & Wilson, 1999). Others are challenging this constructivist approach, by pointing out that guided instruction is much more efficient and effective as compared to minimally guided or unguided learning, as is the case in discovery learning and constructivist approaches to teaching and learning (Kirschner, Sweller, & Clark, 2006). These scholars adhere to more traditional, teacher-centred ways of educating, e.g. direct instruction (Klahr & Nigam (2004).

Information and communication technology (ICT) may fit into a spectrum of instructional approaches, varying from traditional to innovative, and supporting education of a teacher-centred, as well as of a student-centred nature (Niederhauser & Stoddart, 2001; Stoddart & Niederhauser, 1993). This implies that ICT can be used by teachers to support transmission of knowledge, e.g. via direct instruction, as well as to support construction of knowledge by pupils who engage in variants of discovery learning. Many studies have shown that ICT is mainly being used to support transmission of knowledge, whereas the use to support construction of knowledge is lagging behind (Smeets, 2005; Tondeur et al., 2007).

Teachers’ pedagogical perspectives and their views on how ICT can contribute to the learning environment play an important role in teachers’ decisions about ICT use (Higgins & Moseley, 2001; Hokanson & Hooper, 2001; Mumtaz, 2000). Other preconditions at the teacher level as well as at the school level have proven to be of significant importance as well. These include the availability of a school ICT vision and policy, ICT competent teachers and sufficient support (Becta, 2004; Mumtaz, 2000; Stuart, Mills, & Remus, 2009; Tondeur, Van Keer, Van Braak, & Valcke, 2008, Vanderlinde, Aesaert, & Van Braak, 2014; Yuen, Lee, & Law, 2009).

The focus of the present study is on pedagogical practices in primary schools and the way ICT is used to support these practices. In addition, changes in ICT-related pedagogical practices over a two-year time span are looked into. The following research questions are addressed:

• To what extent do teachers in primary schools use ICT in classes to foster transmission of knowledge and to what extent do they use ICT to foster construction of knowledge by pupils?

• What are teachers’ ambitions with respect to their ICT-related pedagogical practices for the near future and to what extent are these ambitions realised over a two-year time span?

• What factors are linked to an increase in the use of ICT for transmission of knowledge and to the use of ICT for fostering construction of knowledge by pupils over a two-year time span?

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