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Towards a typology of computer use in primary education
Author(s) -
Tondeur J.,
Van Braak J.,
Valcke M.
Publication year - 2007
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2006.00205.x
Subject(s) - typology , confirmatory factor analysis , exploratory factor analysis , construct (python library) , primary education , computer science , mathematics education , field (mathematics) , sample (material) , factor (programming language) , psychology , computer assisted instruction , psychometrics , structural equation modeling , machine learning , developmental psychology , mathematics , chemistry , archaeology , chromatography , pure mathematics , history , programming language
In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three‐factor structure of computer use in primary education was identified: ‘the use of computers as an information tool’, ‘the use of computers as a learning tool,’ and ‘learning basic computer skills’. The three‐factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education.