Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality

Abstract

Teachers’ use of ICT has mainly focused on their use in classroom context and few studies have focused on their use elsewhere. Attempting to fill this gap, this paper presents a case study of 12 secondary teachers characterising their use of ICT in and out-of-the-classroom. Results show that teachers use these tools inside the classroom for presentations and support some instructional strategies and outside the classroom for lesson preparation, administration and communication, and design of students’ assignments with ICT. However, the analysis of the specific characteristics of these activities shows that beyond these apparently good purposes of ICT use, the quality of the characteristics of the activities is heterogeneous, which can have implications in the effectiveness of the use of ICT in teaching and learning. Based on this, we suggest that in order to take full advantage of the teaching and learning opportunities associated to use of digital tools in education, there is a need to develop teachers’ and students’ digital skills, specifically those associated to searching and selecting information available in the Internet, and developing and presenting information products.

This is a preview of subscription content, log in to check access.

Fig. 1

References

  1. Anderson, R. (2003). Stellar cases of technology-supported innovations. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 195–215). Eugene: International Society for Educational Technology.

    Google Scholar 

  2. Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5–22). New York: Springer.

    Google Scholar 

  3. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., et al. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). New York: Springer Science+Business Media B.V.

    Google Scholar 

  4. Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53(4), 1207–1217.

    Article  Google Scholar 

  5. Claro, M., Preiss, D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., et al. (2012). Assessment of 21st century ICT skills in Chile: test design and results from high school level students. Computers & Education, 59(3), 1042–1053. doi:10.1016/j.compedu.2012.04.004.

    Article  Google Scholar 

  6. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.

    Google Scholar 

  7. Cuban, L. (2009). Oversold and underused: Computers in the classroom. Cambridge: Harvard University Press.

    Google Scholar 

  8. Dede, C. (2010). Technological supports for acquiring 21st century skills. International Encyclopedia of Education, 3, 158–166.

    Article  Google Scholar 

  9. Doumont, J.-L. (2009). Trees, maps, and theorems: Effective communication for rational minds. Kraainem: Principiae.

    Google Scholar 

  10. Hargittai, E. (2010). Digital Na(t)ives? variation in internet skills and uses among members of the “net generation”. Sociological Inquiry, 80(1), 92–113. doi:10.1111/j.1475-682X.2009.00317.x.

    Article  Google Scholar 

  11. Hinostroza, J. E., Labbé, C., Brun, M., & Matamala, C. (2011). Teaching and learning activities in Chilean classrooms: is ICT making a difference? Computers & Education, 57, 1358–1367. doi:10.1016/j.compedu.2011.01.019.

    Article  Google Scholar 

  12. Hogarty, K. Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: the development and validation of an instrument to measure teachers’ perceptions. Educational and Psychological Measurement, 63(1), 139–162.

    MathSciNet  Article  Google Scholar 

  13. Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.

    Article  Google Scholar 

  14. Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers & Education, 56(3), 847–855. doi:10.1016/j.compedu.2010.10.026.

    Article  Google Scholar 

  15. Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, D. (2010). Pattern of classroom activities during students’ use of computers: relations between instructional strategies and computer applications. Teaching and Teacher Education, 26(3), 540–546. doi:10.1016/j.tate.2009.06.017.

    Article  Google Scholar 

  16. Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. doi:10.1016/j.tate.2012.08.005.

    Article  Google Scholar 

  17. Kozma, R. B. (Ed.). (2003). Technology, innovation and educational change: A global perspective. Eugene: International Society for Technology in Education - International Association for the Evaluation of Educational Achievement.

    Google Scholar 

  18. Kozma, R. B. (2011). The technological, economic, and social contexts for educational ICT policy. In R. B. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 3–18). Paris: UNESCO.

    Google Scholar 

  19. Kurt, S. (2012). Examining teachers’ use of computer-based technologies: A case study. Education and Information technologies, 1–14, doi:10.1007/s10639-012-9199-7.

  20. Law, N., Yuen, H., & Ma, M. (2000) What happens in project-based learning. In CITE Colloquium.

  21. Law, N., Pelgrum, W. J., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (CERC Studies in Comparative Education). Hong Kong: Springer, Comparative Education Research Centre.

  22. Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440.

    Article  Google Scholar 

  23. Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444–453. doi:10.1016/j.compedu.2010.02.008.

    Article  Google Scholar 

  24. Meneses, J., Fàbregues, S., Rodríguez-Gómez, D., & Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915–924. doi:10.1016/j.compedu.2012.04.011.

    Article  Google Scholar 

  25. Mineduc. (2011). Documentación Técnica SIMCE TIC 2° medio 2011. Santiago: Ministerio de Educación - Centro de Educación y Tecnología – ENLACES.

    Google Scholar 

  26. Mineduc. (2012). Informe resultados SIMCE-TIC. Santiago: Ministerio de Educación - Centro de Educación y Tecnología – ENLACES.

    Google Scholar 

  27. OECD (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing.

  28. Pedró, F. (2011). Tecnología en la escuela: Lo que funciona y porqué (La educación en la socidead digital). Madrid: Fundación Santillana.

  29. Pedró, F. (2012). Connected minds: technology and today’s learners (Educational Research and Innovation). Paris: OECD Publishing.

  30. Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. doi:10.3102/0002831207308221.

    Article  Google Scholar 

  31. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.

    Article  Google Scholar 

  32. Prensky, M., & Berry, B. D. (2001). Do they really think differently. On the Horizon, 9(6), 1–9.

    Article  Google Scholar 

  33. Purcell, K., Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., et al. (2012). How teens do research in the digital world. Washington, DC: Pew Internet & American Life Project.

    Google Scholar 

  34. Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life Project.

    Google Scholar 

  35. Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.

    Article  Google Scholar 

  36. Thompson, P. (2013). The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 65(July), 12–33. doi:10.1016/j.compedu.2012.12.022.

    Article  Google Scholar 

  37. Tondeur, J., Van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197–206.

    Article  Google Scholar 

  38. van Deursen, A. J., & van Diepen, S. (2013). Information and strategic Internet skills of secondary students: a performance test. Computers & Education, 63, 218–226. doi:10.1016/j.compedu.2012.12.007.

    Article  Google Scholar 

  39. Wang, S.-K., Hsu, H.-Y., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637–662. doi:10.1007/s11423-014-9355-4.

    Article  Google Scholar 

  40. Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202–1211. doi:10.1016/j.compedu.2009.11.006.

    Article  Google Scholar 

  41. Yin, R. K. (2009). Case study research design and methods (4th ed.). London: Sage.

    Google Scholar 

Download references

Acknowledgments

This research was carried out thanks to the generous support of Fondecyt Project No 1120551, Identifying, Classifying, and Evaluating Teaching and Learning Strategies in Developing Skills to Manage Information and Communication Technology in Learning, and the Center for the Study of Educational Policy and Practices (Conicyt - CIE01).

Author information

Affiliations

Authors

Corresponding author

Correspondence to J. Enrique Hinostroza.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Hinostroza, J.E., Ibieta, A.I., Claro, M. et al. Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality. Educ Inf Technol 21, 1595–1610 (2016). https://doi.org/10.1007/s10639-015-9404-6

Download citation

Keywords

  • Teachers use of ICT
  • Teaching and learning with ICT
  • Lesson preparation and ICT
  • Teachers’ information and communication digital skills
  • Teachers use of Internet