Abstracts - Earli

y means of these technologies. A survey was conducted with a stratified sample of 8000 inserviceteachers in preschool and in the elementary and high schools of Quebec. A total of 1180questionnaires were completed and returned for analysis. In this communication, we are focusingon the results obtained from a subsample of 298 associate teachers. As illustrated in table 1,associate teachers are more inclined to propose certain types of activities than others. Table 1Types of ICT classroom activities proposed to pupils Types of ICT classroom activities % of useWord processing 68.2 Web search 33.6 Drill software 32.6 PowerPoint presentation 23.5 Games21.4 Email 17.8 Webquest 6.0 Web page editor 6.0 Discussion forums 4.0 When asked how theyportray themselves to effectively support their pupils in the use of ICT, 31.7% of them (N=99)indicated that they are capable of doing so on a regular basis. The others did not feel that they hadthe capacity to support their pupils effectively. The profile that emerge from this study reveals thatthe types of activities presented are not of a nature to optimize the full potential offered by thesetechnologies – this observation is similar to the one advanced by the Nordic Ministries ofEducation (2006). The results presented also allow the Ministry of Education to better targetinterventions that support associate teachers in their use of ICT to foster learning in their pupils.Development of teachers’ ICT competence by team based, on-line, long term in-service teachertraining: Focus on the role of the on-line LMS/LCMS systemBalázs Pethő, Eötvös Lorand University, HungaryThe European Pedagogical ICT License (EPICT, see www.epict.org) aims at improving teachers’ICT competence and their array of methodological tools in a task and team-based on-line learningenvironment. The Eötvös University has translated the EPICT in-service teacher training intoHungarian. The feasibility study of the course was carried out on a 120-person sample in 2005-2006, and the training became nationally available as an accredited in-service teacher trainingfrom October 2006. In the course of the feasibility study, we examined the personality of theparticipants, their ICT attitude, access, competence and their pedagogical strategies with the helpof different measuring tools. Some of these tools are integrated into the EPICT’s LMS, whichproduces a detailed log file, registering all the activities of the users. In this way, the activitiescarried out in an on-line environment are converted into quantity indicators, and patterns can beidentified in them. The use of the LMS can be analyzed with respect to the ICT competencedevelopment, the variables of the personality profile or the pedagogical methods using ICT toolsin practice on both individual and group level. In my presentation, I will show the typical patternsand customs that can be distinguished in the practical use of LMS for educational purposes. I willanalyze the work of the teachers carried out in a virtual space. With the help of the data, we canget a general idea of the extent to which the indicators that can be deduced from the use of theLMS determine the success of the group or of the individual and how they are related to theattitude of teachers toward ICT tools, knowledge or their personality traits. At the conference, Iwill also present the results of the first non-pilot academic year, 2006-2007.Understanding reflection in practical dance classesAli Leijen, Utrecht University, IVLOS, NetherlandsIneke Lam, Utrecht University, IVLOS, NetherlandsLiesbeth Wildschut, Utrecht University, Inst Media and Re/presentation, NetherlandsP. Robert-Jan Simons, Utrecht University, IVLOS, NetherlandsIn our previous study we found that supporting students’ reflection process can be considered as awidespread educational need of practical dance classes. Before we can elaborate on facilitation, weneed to answer the following research questions: what is the aim, focus, and process of the desired– 244 –