MEASURING THE LEVEL OF USE AND EXTENT OF I NTEGRATION OF ICT: A N A DAPTATION OF THE LEVEL OF USE (LOU) MODEL

N A N C Y C A S T I L L O VA L E N Z U E L A
Universidad del Bo-Bo Chile

n c a s t ill @ u b i o b i o.c l

A B ST R AC T
Evidence from research has consistently shown that school teachers have not moved to higher levels of use of information and communication technologies (ICT) and how detrimental this is for the effective integration of ICT in the teaching practice. Several models of innovation and change have been used to describe and analyse the implementation of ICT in education; however, in these models little attention has been paid to the importance of teacher knowledge and how this can inuence the level of use and extent of ICT integration that a teacher can attain. This situation hinders the possibility of evaluating how ICT resources are being used and integrated into the teaching practice, so that measures can be taken to remedy any deciencies. This paper presents an adaptation made to the Level of Use Model (LoU) [23] - a component of the Concerns-Based Adoption Model - which was used to measure the level of use and extent of integration of ICT in a group of secondary school teachers in Chile, as part of a doctoral research study. With further renements, this model will allow reformers or advocates of ICT and researchers to evaluate how ICT is being integrated and used, and thereby provide the necessary assistance or interventions teachers will need at particular stages in the implementation process.

R E SU M E N
La evidencia internacional indica que los profesores y profesoras del sistema escolar, no han progresado en el logro de niveles altos de uso de las tecnologas de informacin y comunicacin (TIC) ni tampoco integrarlas de forma efectiva en todos
Castillo, N. (2007). Measuring the level of use and extent of integration of ICT: An adaptation of the Level of Use (LoU) Model. En J. Snchez (Ed.): Nuevas Ideas en Informtica Educativa, Volumen 3, pp. 339-354, Santiago de Chile: LOM Ediciones. 339

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los aspectos de su prctica pedaggica. La investigacin educacional ha utilizado modelos de innovacin y de cambio para describir y analizar la implementacin de las TIC en educacin, sin embargo, estos modelos no dan suciente importancia al conocimiento pedaggico del profesor/a y cmo este puede inuir en el nivel de uso e integracin curricular de estas tecnologas. Esta situacin hace que sea difcil evaluar la forma cmo se estn utilizando e integrando las TIC en la prctica pedaggica, de forma tal que se pueda corregir cualquier deciencia. El presente trabajo presenta una adaptacin realizada al Modelo de Nivel de Uso [23] componente del Modelo de Adopcin Basado en Intereses (CBAM) - el cual se utiliz para medir el grado de utilizacin e integracin curricular de varias tipos de programas informticos en un grupo de profesores/as de enseanza media en Chile, como parte de una investigacin doctoral. Con mayores ajustes, este modelo permitir a administradores educacionales e investigadores, evaluar las formas cmo las TIC se integran y utilizan, de manera tal de poder entregar al profesorado el apoyo que requieren, en las distintas etapas en el proceso de implementacin.
K E Y WOR D S

Level of Use Model (LoU), Concerns-Based Adoption Model (CBAM), integration of ICT, innovation and change models, implementacin de TIC, teacher knowledge.

I N T RODUCT ION
Research evidence has consistently indicated that teachers have not moved in their progression to more advanced levels of use and integration of ICT, showing thus a mismatch between the level of use of this technology as expected by society, and the actual level of use of ICT by teachers. Studies conducted in Great Britain, New Zealand, Australia, Canada and the USA have shown that ICT is not being used by teachers as frequently as expected [e.g. 10, 12, 13, 20, 21, 24, 37, 39, 40], and that there is variation in levels of use of this technology based on subject areas, with highest levels found generally in core subjects [4]. More recent evidence indicates that impact is most clearly seen when teachers are able to integrate a range of ICT resources in a combined manner, so that innovative approaches to teaching and learning can be developed [9]. Research evidence from Chile has shown mixed results with some studies presenting a similar pattern to that found internationally, which supports the limited use of ICT in teaching [19, 31, 34], while others [e.g. 2, 8, 32] indicating that the majority of secondary school teachers have integrated ICT in their administrative work more easily, particularly in the planning phase of teaching, but some teachers have managed to use this technology in a few subjects such as history, geography and mathematics. Other studies [e.g. 15, 31, 33] have shown that very few teachers are
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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL using ICT in innovative ways (for example, involving pupils in interdisciplinary projects; changing traditional roles; developing research type of activities and collaborative work; combining a repertoire of teaching strategies and using a set of resources with a high number of pupils and a few computers), which suggests that further assistance in specic aspects of teachers pedagogy needs to be made. Several models of innovation and change have been used to describe and analyze the use of ICT in education (e.g.: Rogerss model of Diffusion of Innovations, the ACOT Project etc.). Although these models recognize the evolutionary nature of innovation adoption and that appropriate strategies need to be developed to respond to individual stages of development, these frameworks, however, do not consider the evaluation of the implementation of a change initiative, in particular the evaluation of the ways in which ICT is implemented. There is a need for a reliable theoretical model of ICT integration for different subjects. In our educational context in Chile, Snchez, [33] has proposed a three-stage model of integration and six methods of curricular use of technology. Although, important for the analysis of the implementation of ICT in schools, this framework, however, does not take into account the complexity and variety of ICT resources available, which in turn may inuence teachers pedagogy and the ways in which subject areas are conceived.

T H E L EV E L OF USE ( L OU ) MODE L
One model, which has been used for assessing the implementation of innovations in several elds of knowledge, is the Concerns-Based Adoption Model (CBAM). This framework examines the process of innovation change by using three distinct dimensions and corresponding instruments: The Stages of Concern Model, The Level of Use (LoU) Model, and The Innovation Components Framework. The assumption of the CBAM is that change is a process, not an event; change is a highly personal experience; and personal concerns are legitimate [17]. Due to its diagnostic qualities and evaluative purposes, the CBAM has been widely applied in North America, Western Europe, and Australia, within a range of disciplines to monitor implementation and plan the necessary assistance [1]. The LoU model allows the researcher to register the progress that the teacher has made in implementing an educational innovation [38]. Several studies have used this model to characterise the uptake and use of educational innovations including ICT in teaching [e.g. 16, 18, 26, 27, 28, 38]. Adaptation of the model to cultural differences has been made in The Netherlands [38]; however, according to Anderson (1997), there has been little critical analysis or further elaboration of the model since the mid-1980s, the tendency has been to apply

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the model in the educational research and practitioner communities uncritically. One of the objectives of the research study described in this paper was to contribute to meeting this need by adapting the LoU dimension to the requirements of the ICT eld, with particular attention to the implementation and integration of this technology in teaching. The LoU Model describes the various behaviors of the innovation user through various stages - from spending most efforts in orienting, to managing, and nally to integrating use of the innovation [14, p. 52]. Progression from one level to the next is marked by key decision points and corresponding behaviors in several domains: knowledge, acquiring information, sharing, assessing, planning, status reporting, and performing [1, p. 335], which are used to categorize the stages in adoption of an innovation by teachers: These categories represent the key functions that users carry out when they are using an innovation [14, p. 52]. The categories or domains presented above can be used to record quality and rate of use, as well as assess the extent of integration of innovation in teaching [11]. One limitation of the LoU Model, however, was that the framework was not conceived as a tool for evaluating the implementation of complex innovations such as ICT; so, an adaptation was deemed necessary to take account of this need.
A DA P T I NG T H E L OU M O DE L

The main adaptation of the LoU Model was introduced in the Knowledge category. The original denition for this category was as follows: that which the user knows about characteristics of the innovation, how to use it, and consequences of its use. this is cognitive knowledge related to using the innovation, not feelings or attitudes unlike the other categories, the Knowledge category does not tap behaviors of the innovation user, rather it determines what the user knows about the innovation and its use. [23, p. 203]. As can be seen from the denition above, the Knowledge category does not specify all the actions and decisions teachers need to make when planning, interacting, evaluating and a number of other tasks that need to be carried out as part of the learning and teaching process. These pedagogical tasks and actions need to be taken into consideration when measuring the level of use and extent of ICTintegration. This pedagogical dimension has been included in recent models of innovation and change [e.g. 3, 25]. The literature on pedagogy [e.g. 3, 22], teacher knowledge, and effective teaching, helped in the adaptation of the Knowledge category, together with empirical evidence provided by this research. Borko and Putnams (1995) model on teacher knowledge helped in identifying the specic knowledge and beliefs required of
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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL teachers when integrating new instructional methods into their teaching practice. Similarly, the teaching tasks [30], and the teacher planning [7] frameworks, helped in distinguishing the tasks involved in teaching, regardless of the discipline being taught. As explained earlier the main adaptation of the model was made in the Knowledge category. In the original LoU Model, this category does not consider the dimensions of teacher knowledge, in particular the General Pedagogical Knowledge and Pedagogical Content Knowledge dimensions developed by Shulman [35, 36] and associates during the 1980s, and that traditional models of innovation and change do not include either. Similarly, the original Knowledge category did not consider a series of other elements which are important to take account for the effective implementation of ICT, such as: teachers ICT knowledge and skills, the types of ICT resources being used as well as the frequency these are used in lessons. Therefore, the Knowledge category was divided into three main sub-categories: ICT knowledge and skills; General pedagogical knowledge of ICT; and Pedagogical content knowledge of ICT. Figure 1 shows the conceptual model underpinning the revised Level of Use Model, in the form of a simple systemic network which evolved in the process of data analysis. A denition for each category is presented next

FIGURE 1. CATEGORIES AND SUB- CATEGORIES OF THE EXTENDED LEVEL OF USE (LOU) MODEL [6]

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G e n e r a l p e d a g o g i c a l k n o w l e d g e o f ICT

This sub-category emerged from the analysis of two concepts given above: knowledge about how to use an educational innovation, and knowledge about the consequences of its use. The rst aspect would entail teachers knowing about the operational skills that will enable them to use each specic ICT resource in lessons effectively. The latter would require extensive knowledge about how to integrate each ICT type in the teaching tasks including the pre-active (i.e. planning); the interactive (i.e. creating and managing the learning environment, evaluating pupils learning); and the post-active (i.e. reecting on practice, continuing professional development, interacting with colleagues) tasks [30]. Knowing about the consequences of innovation use would require teachers to understand the contribution of ICT to pupils learning or whether their educational knowledge has been enhanced in any way through the use of this technology in teaching. Research evidence on teacher change has shown that this factor has enormous implications for changes in teachers knowledge and beliefs, as changes in these dimensions often occur as a result of teachers reecting and evaluating about their teaching practice and the corresponding outcomes [11, 30]. In this adapted model, teachers views about the contribution of ICT was an element included as part of teachers theories and beliefs, which also contemplated elements related to teachers views on learners and how they learn. This was because research has shown that teachers practices with ICT are highly inuenced by their views on teaching and learning; so teachers views about these three aspects can well inuence the level of ICT use that a teacher can attain. An overriding factor that inuences teachers pedagogical knowledge of ICT use, as shown by this research, was the limited access to ICT equipment and resources. This factor, as suggested in the literature, not only affects the choices of software teachers intend to use in lessons but their disposition to experiment with new practices as well.
P e d a g o g i c a l c o n t e n t k n o w l e d g e o f ICT

According to the original LoU Model, another type of knowledge required for innovation use is that concerning teachers knowledge about the characteristics of the innovation. Knowing about the characteristics of ICT would mean teachers being able to understand the potential for ICT to enhance pupils learning or the affordances provided by specic technological resources [11] as well as relate the ICT activities to the learning goals and objectives. It also includes knowledge about the availability of curriculum materials, ideas and resources for supporting pupils learning with ICT.

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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL
ICT k n o w l e d g e a n d s k i l l s

The ICT knowledge and skills category refers to the knowledge and operational skills teachers require for using specic ICT resources in lessons effectively. In this research this type of knowledge was measured through a questionnaire which elicited perceived knowledge regarding the operation of computer equipment and a range of eight different ICT resources including: word-processing; spreadsheets; graphics software; databases; e-mail; the WWW; content-specic software; and video conferencing. These resources were selected here because they have been recommended by educational policies, both in Chile and overseas and research has shown that they have the potential to improve pupils learning [4, 11].

M ET HOD OL O GY
As suggested by the original LoU Model, interview data were used as the main source for rating teachers level of use and extent of ICT integration, which was complemented with questionnaire data, class observations, and documentary evidence. 42 teachers from six different schools were interviewed, but only 28 interviews were transcribed verbatim and used as supporting evidence for the rating of six teachers. All the teachers in the sub-sample (28) were interviewed once and each interview lasted between 30 to 45 minutes. The analysis of interview data was made in the teachers mother tongue (Spanish) as a way of preserving the meaning of their accounts, which could have been lost or misinterpreted if translations were to be used. The software QSR NUD*IST for qualitative analysis was used to assist in the process of data analysis. In order to rate and assign a level to teachers, according to the information provided in the interview, the researcher had to become familiar with the denitions provided by each category in the original LoU Chart, rstly. The interview schedule designed for this purpose not only included questions aimed at eliciting specic information for each category, as suggested in the original model, but questions which elicited information for the new sub-categories were also introduced . In order to narrow down the analysis, a typology of teacher types, which was dened in a previous phase of the research (a Survey to all teachers in the schools sampled), was created. Teacher proles were constructed for six teachers and the data was analysed as case studies. These teachers were selected according to dened criteria which took account of the specic ICT resources they reported having used in lessons, the level of technology use they had attained (in terms of frequency and number of ICT types being used) and teachers ICT expertise. Thus, three pairs of teachers were selected for assessing their level of use and extent of ICT integration according to the extended or adapted LoU model.

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It was anticipated that teachers with high levels of use and ICT expertise, who were using some type of ICT resources more frequently and extensively, were also sharing their expertise, planning the use of ICT, relating it to educational objectives, etc. than teachers who had attained lower levels of use; however, this was not always the case. Thus, by comparing teachers practices between different teacher types and specic ICT uses, it was possible to identify key factors inuencing the level of ICT use and expertise.

R E SU LT S
The teacher proles constructed for each teacher (see Figure 2 for the prole of one teacher) provided a cross-case analysis matrix, which shows the outcomes for each case study teacher and teacher types (see Figure 3). The aim was to show the outcomes across several cases, so that an understanding of how differences in teachers choice of ICT types, at different levels of use and perceived expertise could come about. As can be seen from Figure 3, teachers who attained high overall levels of technology use (qualifying factor) also rated high levels in their ICT knowledge and skills, but this was not always consistent across cases. The table also shows that teachers at higher levels of ICT use and perceived expertise did not always attain similar levels in other categories, and thereby did not integrate ICT in all aspects of their teaching practice. This indicates that specic interventions and assistance aimed at overcoming teachers limitations, particularly in the Knowledge category, need to be made. Common limitations, both at high and low levels of ICT use and expertise, were found in the sub-categories General pedagogical knowledge of ICT and Pedagogical content knowledge of ICT. Regarding the rst category, limitations were to do with teachers theories and beliefs concerning the contribution of ICT in pupils learning. Although it is difcult to generalise from the analysis of a small sample of teachers, evidence from interview and observation of lessons for the whole sample (n=42) indicated that, ICT was most commonly seen as an efciency aid or a tool for motivating and reinforcing pupils learning, rather than promoting new ways of teaching and learning. Limitations to teachers pedagogical content knowledge of ICT was also evident, in particular, teachers limited knowledge about the affordances that specic ICT types (e.g. spreadsheet) bring to the teaching and learning situation. Similarly, teachers at high and low levels had difculties in knowing how to develop new teaching practices with specic ICT resources. This may be due to the limited use, both for personal and teaching purposes, of the ICT resources available in the schools, but

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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL also, to the limited number of training course reported by most teachers. In Figure 3, it is worth noting the low rating achieved by two teachers (Roberto and Susana) in the Sharing category. This may be explained by the limited structural conditions offered by schools for the implementation of ICT, particularly, the limited time available for teachers to exchange ideas about how to use and integrate this technology in the curriculum. Other reasons may lie in teachers mobility patterns, whereby working long hours in different school settings, was the norm for a number of teachers. Similarly, the limited vision provided by headteachers in some schools, along with the inexistence of a strategic plan or policy which could guide the implementation of ICT in the school, may also explain these results. All these factors inuenced teachers level of ICT use and expertise.

CONC LUSIONS
It is clear from the evidence presented in this paper that, in order to measure the level of use and extent of integration of ICT, complex models are required. These models need to consider the importance of teacher knowledge and how this can be affected by the use of different ICT resources in lessons. One aspect that needs to be emphasized is that ICT is made up of a bundle of different resources, each one having its own specic affordances that need to be considered independently. The extended or adapted LoU model presented here, emphasizes the importance of three main aspects related to teacher knowledge and pedagogy. These two elements, according to the literature, are essential for discussing issues of ICT use and integration. With further renements, this model can assist researchers, educational administrators and advocators of this technology in the assessment of the way in which ICT is being used and integrated into the teaching practice, so that assistance can be provided at particular stages in the implementation of ICT. It is evident, from the international evidence and corroborated in this research, that the implementation of ICT is inuenced by a number of factors. Teacher knowledge is one of them, among many others, which deserves further attention. Then, more research regarding the way teacher knowledge evolves in the process of implementing complex innovations such as ICT is needed. Similarly, improving the adapted LoU model will allow reformers to evaluate the ways in which this technology is being used by teachers and, thereby, remedy any deciencies, so that innovative approaches to teaching and learning can be developed.

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ICT freq.

ICT range

Overall Level of ICT use ICT knowledge & skills

Jorge attained different scores for each ICT type used in teaching. Limited ICT knowledge for spreadsheets, and video conferencing,.

Knowledge General Pedagogical knowledge

Theories and beliefs: Views on learners: Jorge knew that pupils have computers at home, condent ICT users. Views on how they learn: Social constructivist approach. Views about the contribution of ICT: ICT is a tool to support GCK = 5 pupils communicative skills; complement what they learn at school. Teachers actions Preactive tasks: Planning: Termly; parallel activities; enrich, complement learning; metacognitive skills; synthesising, assembling, presenting information. TOTAL = 4 Interactive tasks: Creating and managing: Level IV Facilitator; high pupil involvement in tasks; physical and social arrangement conducive to learning; group work; limited monitoring of pupils; effective management. Evaluating pupils learning: Products, processes, ICT skills. Postactive tasks: Limited reection on practice, limited training, shares ICT skills with others. Routine LoU IVA LoU IVA Routine Curricular materials: Limited knowledge about curricular materials for developing pupils independent learning

Pedagogical content
Educational potential of ICT: Limited knowledge on affordances of spreadsheets, databases, email, the Internet and WWW.

Jorge used ICT very frequently (daily)

Jorge used 4 different types of ICT in lessons:

Level VI

Level VI

WP CSS INTER PRESE

Level IV

WP = 5 GRAPH = 4 SPREAD = 2 DATAB = 3 CSS = 4 INTER = 4 EMAIL = 3 VIDEOC = 1

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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL
Planning Assessing Sharing Acquiring info Status Reporting Performing Overall Level of use

Jorge planned intermediate and long-range actions related to routine use of resources, schedules and events in conjunction with computer coordinator. Anticipated possible resources (computer projector) and events designed to enhance pupils learning. LoU IVA Routine

Jorge felt satised with present teaching practice and ICT expertise.

Jorge shared specic ICT knowledge and skills with other member of staff.

Jorge did not seem to acquire information other than learning with the ICT coordinator and exchanging

Jorge was satised with how ICT is organised. Not contemplating major changes in teaching

Jorge was satised with organisational procedures, planning with the ICT coordinator, he supports his teaching.

Jorge attained a high level of ICT use and expertise; however, there were limitations regarding the pedagogical use of ICT in lessons. There were also

LoU IVA Routine LoU IVA Routine

LoU IVA Routine He was critical about the limited curriculum materials for history and geography teaching in school.

information with other colleagues through e-mail. No evidence about acquiring information for nding out about new ways of using ICT.

limitations in the use of specic ICT skills and knowledge (e.g. spreadsheets, databases) which can inuence his level of ICT use. LoU IVA

LoU IVA Routine

Routine He felt satised with actual practice, but

LoU IVB Renement

did not monitor pupils learning on a regular basis. LoU IVA Routine

FIGURE 2. R ATING AND SUMMARY SHEET FOR THE LEVEL OF ICT USE AND EXTENT OF INTEGRATION FOR JORGE (BASED ON THE MODIFIED LEVEL OF USE MODEL)
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Qualifying Case factor

Knowledge

Pedago- Planning g ic a l Overall ICT know- G e n e r a l c ont e nt l e v e l ledge and pedagogical knowof ICT skills know-ledge ledge of use of ICT ICT L e v e l Level IV VI L e v e l Level IV VI Level IV A L e v e l Level IV IV A A L e v e l Level IV IV A A

High level Jorge of use and high ICT e x p e r t i s e Felipe for several ICT types (type D) Low level Susana of use and high ICT e x p e r t i s e Enrique for wordprocessing (type B) Low level Roberto of use and low ICT e x p e r t i s e Sofa f o r

Level IV A

L e v e l Level V IV L e v e l Level IV IV

Level IV A

L e v e l Level III IV A L e v e l Level III III

Level III

L e v e l Level III VI L e v e l Level III III

Level IV A

L e v e l Level IV IV A A L e v e l Level III III

Level III

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M EASURING THE LEVEL OF USE AND EXTENT OF INTEGRATION OF ICT: AN ADAPTATION OF THE LEVEL OF USE (LOU) MODEL Assessing Sharing Acqui-ring Status information Reporting Performing Overall Level of use

Level IV Level IV Level IV A A A Level III Level IV Level IV B A

Level IV Level IV A A Level IV Level IV A A

Level IV A Routine Level IV A Routine

Level IV Level 0 A Level III

Level IV B

Level IV Level III A Level III Level III

Level IV A Routine Level III Mechanical

Level III Level III

Level IV Level 0 A Level III

Level 0

Level III

Level IV A

Level IV A Routine Level III Mechanical

Level IV Level 0 A

Level III

Level III

FIGURE 3. SUMMARY RATINGS OF CASE ANALYSIS AND FACTORS INFLUENCING THE LEVEL OF ICT USE AND EXTENT OF INTEGRATION

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