Koen Aesaert

Koen Aesaert
Ghent University | UGhent · Department of Educational Studies

Professor

About

36
Publications
14,342
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1,029
Citations

Publications

Publications (36)
Article
Full-text available
Although there is a growing body of literature that recognizes the importance of being digitally competent today, there have been few empirical investigations into the assessment of primary school students’ digital competences. This study presents a systematic review of the empirical research on the assessment of primary school students’ digital co...
Article
This study aims to investigate how teachers’ citizenship beliefs relate to the way they teach citizenship in the classroom. Semi-structured interviews were conducted with 65 sixth-grade primary school teachers in Flanders. The results show a dominant presence of conservative citizenship beliefs, which are also reflected in the citizenship contents...
Poster
Full-text available
Within the context of our information society, reading comprehension is a key competence. However, many students experience difficulties with it. This is especially true in upper primary education, which is a critical period in the development of this competence. In this respect, the reading literature increasingly emphasizes the importance of moni...
Article
Background: A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships betw...
Article
In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the soc...
Article
This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Qu...
Article
Full-text available
Effective listening comprehension skills are an important prerequisite for the academic success of primary school students. However, the assessment of listening skills in the instructional language appears to have received only scant attention in the literature. Therefore, the goal of the present study was twofold. Firstly, a comprehensive listenin...
Presentation
Full-text available
Begrijpend lezen bij 15-jarige leerlingen: is er een verband met leerling-, leraar-en/ of schoolgerelateerde factoren? 1. Inleiding Het voorbije jaar kon je er niet omheen in de media: het niveau van begrijpend lezen van onze Vlaamse leerlingen is dramatisch gedaald. Vele redenen voor deze achteruit-gang passeerden de revue. Hieronder een korte sam...
Conference Paper
Full-text available
Research indicates that reading motivation is a central aspect in fostering reading comprehension. The relationship between reading comprehension and reading motivation can have important implications, especially during the adolescence, where the reading motivation of students tends to decline. The present study aims to analyze the relation among 9...
Presentation
Full-text available
One-to-one laptop initiatives in education are increasing across the world. Governmental educational bodies, and/or schools are initiating projects which provide students with personal laptop computers for use at home and school. According to Penuel (2006), the crucial features of one-to-one laptop environments are: (1) provide students with use of...
Conference Paper
Teacher training institutions use different strategies to develop future teachers’ technology competences. However, it remains unclear which of these strategies are related to pre-service teachers’ technology competences. Consequently, the main aim of this study is to identify which strategies of the SQD-model are related to pre-service teachers co...
Article
Full-text available
Few empirical studies investigate the impact of pre-service teachers’ background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. There...
Presentation
Full-text available
Beginnende leraren moeten over voldoende competenties beschikken om ICT op een didactisch verstandige manier te integreren in de onderwijspraktijk. Deze kwantitatieve studie onderzocht in welke mate toekomstige leraren door hun lerarenopleiding worden voorbereid op deze competenties. Hiertoe zijn 931 laatstejaarsstudenten uit 20 instellingen via ee...
Article
Most studies on the assessment of ICT competences use measures of ICT self-efficacy. These studies are often accused that they suffer from self-reported bias, i.e. students can over- and/or underestimate their ICT competences. As such, taking bias and accuracy of ICT self-efficacy into account, would improve the validity of these studies and the pr...
Article
Full-text available
The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year preservice t...
Article
In the past, several studies have investigated the relationship between gender and socioeconomic status on the one hand, and students' ICT competences on the other. In this research field, two problems seem to occur. First, research findings are inconclusive. Second, most studies are conducted from the perspective of self-perceived ICT competence....
Article
Information and communication technology (ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that con...
Article
The aim of this study was to identify factors that are related to pupils' ICT self-efficacy. More specifically, a multilayered framework was used to identify which pupil, classroom and school levelfactors are related to primary school pupils' self-perceived competence in digital information processing and communication. Information on pupils' ICT s...
Article
Full-text available
The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. Th...
Article
In search of factors that affect pupils' ICT competences, research has developed and empirically validated several conceptual frameworks. Although these frameworks are valuable ways of initially identifying factors related to pupils' ICT competences, they do not take into account the broader classroom and school context in which pupils are embedded...
Article
In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils’ ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measu...
Article
This study uses a multilayered framework of different independent school and teacher variables to study which factors are related to the use of ICT for teaching and learning in Flemish (Belgium) primary schools. Special attention is paid to widely accepted technology uses by teachers, which is labelled as ‘Institutionalised ICT use’. A questionnair...
Article
In search of factors that affect pupils' ICT competences, research has developed and empirically validated several conceptual frameworks. Although these frameworks are valuable ways of initially identifying factors related to pupils' ICT competences, they do not take into account the broader classroom and school context in which pupils are embedded...
Article
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A quali-tative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specifi...

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Projects

Projects (5)
Project
Over the past decades, both in Flanders and in many other educational systems, it has been seen as increasingly important that teachers coming into the profession are able to use technology in teaching and learning activities. Given the expectation that teacher education institutions (TEI) are expected to prepare future teachers to teach with technology, a first research objective (RO1) is to examine whether preservice teachers at the end of their training are competent to use technology in the classroom. We expand on previous studies by further refining the measure of preservice teachers’ competencies for technology integration in education. A second objective is to identify the strategies used in TEIs to prepare preservice teachers and to explore the impact of these strategies on their competencies to integrate technology in education (RO2). A comprehensive understanding of the personal, pedagogical, and organizational influences has not yet been achieved (RO3). Finally, beginning teachers who participated in the first study were purposely selected in a follow-up study to explore their educational uses of technology (RO4) and the connections with their preservice learning experiences (RO5), together with the impact of teacher and school characteristics (RO6). By linking the context of preservice training to beginning teachers’ uses of technology, this study aims to examine a connection seldomly included in this field.
Project
The impact of teacher education on the ICT competences of preservice teachers
Project
Investigating the influence of item bias (DIF for gender) of performance based ICT competence tests on students' test scores.