Theoretical framework

Two main types of teaching styles can be distinguished: a traditional teacher-centred style focussing on transmission of knowledge by teachers, and a more student-centred and innovative teaching style aiming at construction of knowledge by students (Smeets, 2005). ICT may fit into both types of approaches (Niederhauser & Stoddart, 2001). Proponents of a student-centred constructivist approach stress the potential of ICT to support active learning and higher-order thinking (Jonassen, 1999). However, in some cases clear guidance by the teacher or by the learning materials may be necessary to yield the desired learning processes (Kirschner et al, 2006). Many studies have shown that ICT is largely being used in ways that support existing teaching practices (Hayes, 2007). This implies that it is mainly supporting transmission of knowledge (Smeets, 2005; Tondeur et al., 2007). Because of cost-effectiveness it is common practice in these studies to rely on teacher self-reports on questionnaires. Some propose the use of video surveys to provide more insight into classroom processes (Stigler et al. 2000).

In primary and secondary education, teachers in general may decide for themselves whether or not to use ICT in their classes (Kennewell et al., 2000). Teachers’ pedagogical perspectives and their views on how ICT can contribute to the learning environment play an important role in this (Higgins & Moseley, 2001; Hokanson & Hooper, 2001; Mumtaz, 2000). Other preconditions at the teacher level as well as at the school level are of significant importance as well. These include the availability of an ICT competent school leader, a school policy that favours the use of ICT, ICT competent teachers and sufficient support (Becta, 2004; Mumtaz, 2000; Stuart et al., 2009; Tondeur et al., 2008, Yen et al., 2009).

The study

The present study has been carried out annually in primary schools in The Netherlands since 2006. In the 2011 part of the survey secondary schools have been included as well. This enables a comparison of results from primary and secondary schools. Apart from this, additional data have been collected by showing video fragments to the teachers and asking them whether these fragments reflected their daily teaching practice. As a result of this, the teachers’ self-ratings of their teaching styles may be compared from these two different methods of data collection.

Research questions

The following research questions will be addressed:

•   To what extent is ICT used in primary and in secondary schools to support transmission of knowledge and to what extent is ICT used to support construction of knowledge?

•   What are primary and secondary teachers’ beliefs about learning environments, pupils’ skills and teachers’ competences in using ICT?

•   What are relevant background characteristics and preconditions at the teacher and the school level with respect to teaching styles and the use of ICT in primary and in secondary schools?

•   Does data collection by means of a questionnaire yield the same results with respect to  teachers’ self-ratings of their teaching styles as compared to data collection by use of video fragments? If not, which method should be preferred?

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