1. Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them. At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

2. ANALYSIS OF ICT USE BY PRIMARY AND SECONDARY SCHOOL TEACHERS. I. GASTALDO, G. ALMERICH, I. DÍAZ, R. BO Educational Technology Unit (UTE) University of Valencia.Spain. E-mail: Irene.Gastaldo@uv.es Irene.Gastaldo@uv.es http://ute.uv.es/ute

3. Presentation Our research has as objectives:  analysis of ICT use by Primary and Secondary School teachers : personal-professional use use in classroom Besides we study the influence of the following variables in the ICT use:  to have computer at home with or without Internet  availability of computer classroom in the school timetable in the educational institution. gender Access variables:

4. Method Survey design whose population is made up of teachers from Primary and Secondary educational institutions in the Comunidad Valenciana, both public as private ones. The sample was extracted by means of a random sampling stratified depending on educational level and county. The primary unit of sampling is the type of educational institution and the secondary unit is the teachers who answered the questionnaire.

5. Method Statistical analysis:  Descriptive  T test Time period: The results were collected in two phases:  April-July of 2003  September-November of 2003.

6. Sample 868 teachers from 87 educational institutions, with 41 years old on average and 15,5 years old of professional experience on average. The sample was stratified proportionally by educational level and gender.

7. Instrument Questionnaire (online or paper), designed ad hoc with 9 sections: teachers´ characteristics accessibility to computer equipment knowledge integration of ICT Use of ICT attitudes towards ICT obstacles training needs in technological resources and integration of ICT. Personal-professional use Use in the classroom with students

8. Instrument This section of the questionnaire, ICT use, consists of 13 items for both dimensions, which refer to :  languages and author systems  Internet as information resource  Internet as communication tool  initial design of Web pages  Advanced design of Web pages  specific applications or resources (the analysis of this item is not included in this study) All these items were rated on to five point Likert scale, ranging as nothing, a little, regular, quite a lot, a lot.  Word processor  spreadsheet  Databases  multimedia presentations  documentary bases  audiovisual means  educational software

9. Results Three aspects:  ICT use and educational level  ICT use and gender  ICT use and access variables: to have computer at home with or without Internet (private access) availability of computer classroom in the school timetable in the educational institution (public access) Remember! ICT use in two modalities: personal-professional & in the classroom

10. Results ICT USE & EDUCATIONAL LEVEL: Pointing use of : word processor Internet Patterns are the same for the three educational levels information resource communication tool. Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot). Personal-professional use Word processor Authorship Audiovisual Ed. software Spreadsheet Web design Internet

11. Results ICT USE & EDUCATIONAL LEVEL: Regarding use in the classroom, the pattern is again the same in the three educational levels Pointing use to a large extent of: audiovisual means educational software word processor Internet as an information tool. Use in the classroom with students Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot). Audiovisual Word processorInternet Educational software

12. Results ICT USE & EDUCATIONAL LEVEL: Compulsory and non-compulsory Secondary School teachers have a higher level of use compared to Primary School teachers Finally differences between Primary and the other levels are higher in personal-professional use than use with students seeing as this type of use is very low. Differences are significant in Primary School compared to the other two levels, but there are not any significant differences between compulsory and non-compulsory Secondary School, in both modalities of use. Exception: educational software with students In both modalities of use

13. Results ICT USE & GENDER: Men use more ICT than women Significant differences in all cases but these differences are smaller in the use in the classroom with students In both modalities of use The pattern is the same that we explained before. Personal-professional use Use in the classroom with students Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot).

14. Results ICT USE & ACCESS VARIABLES: Teachers with PC & Internet at home note a higher level of personal- professional use of ICT than teachers who only have PC. Private access Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot). Personal-professional use

15. Results ICT USE & ACCESS VARIABLES: The same situation in the case of use with students. With PC the level of use is higher and better if there is Internet. Private access Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot). In any case, this type of use is lower than personal-professional one Use in the classroom with students

16. Results ICT USE & ACCESS VARIABLES: Availability of PC classroom becomes an important factor for a higher level of use of ICT. Although with students this high level means only “little” use. Public access Scale: 1(nothing), 2 (a little), 3 (regular), 4 (quite a lot), 5 (a lot). Personal-professional use Use in the classroom with students

17. Conclusions From the results, it has been proved that ICT use in both modalities is influenced by different factors: Men show a higher level of ICT use Secondary School Teachers use ICT more than Primary More use of ICT if PC at home and at school Personal: genderContext: Educational level Access to PC at home and school A higher level of ICT use for personal-professional factors than for using ICT with students in the classroom

18. Conclusions These factors ENABLERS OBSTACLES become Finally, we must consider these factors in the ICT integration process in the classroom and in several educational contexts (educational system, politics, institutions, teachers, etc.) in order to get that they BECOME ENABLERS of the ICT integration and not obstacles.

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