Implementing ICT in Classroom Practice: What Else Matters besides the ICT Infrastructure?

Autor/inn/en	Lomos, Catalina; Luyten, J. W.; Tieck, Sabine
Titel	Implementing ICT in Classroom Practice: What Else Matters besides the ICT Infrastructure?
Quelle	In: Large-scale Assessments in Education, 11 (2023), Artikel 1 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lomos, Catalina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-022-00144-6
Schlagwörter	Educational Technology; Technology Uses in Education; Foreign Countries; Technology Integration; Program Implementation; Teacher Behavior; Expertise; Teacher Attitudes; Leadership Responsibility; Cooperation; Luxembourg + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Teacher behaviour; Lehrerverhalten; Expert appraisal; Co-operation; Kooperation
Abstract	Background: The large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related resources for teaching and learning, but a relatively lower reported use of ICT in classroom practice. Methods: ICT innovation requires a high initial level of financial investment in technology, and Luxembourg has achieved this since 2015. Once the necessary financial investment in ICT technology has been made, the key question is what else matters to increase the use of ICT in teaching. To identify the relevant factors, we used the "Four in Balance" model, aimed explicitly at monitoring the implementation of ICT in schools. Results: Using data for 420 teachers in Luxembourg, we identify that within such a technology-driven approach to digitalization, teachers' "vision of ICT use in teaching," "level of expertise," and the use of "digital learning materials in class" are significant support factors. "Leadership and collaboration," in the form of an explicit vision of setting ICT as a priority for teaching in the school, also prove to be important. Conclusions: Through these findings, we show that the initial investment in school infrastructure for ICT needs to be associated in its implementation with teachers' ICT-related beliefs, attitudes, and ICT expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01