Determinants of Teachers' Collaborative Use of Information and Communications Technology for Teaching and Learning: A European Perspective

Autor/inn/en	Drossel, Kerstin; Eickelmann, Birgit; Schulz-Zander, Renate
Titel	Determinants of Teachers' Collaborative Use of Information and Communications Technology for Teaching and Learning: A European Perspective
Quelle	In: European Educational Research Journal, 16 (2017) 6, S.781-799 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116655811
Schlagwörter	Information Technology; Technology Integration; Teacher Collaboration; Information Literacy; Teacher Attitudes; Teacher Characteristics; Predictor Variables; Guidelines; Teacher Competencies; Regression (Statistics); Teaching Methods; Foreign Countries; School Effectiveness; Educational Quality; Professional Associations; Academic Achievement; Statistical Analysis; Europe; Lithuania; Slovakia; Czech Republic; Poland; Netherlands; Germany + Suchen Sie Ihr Suchwort? Informationstechnologie; Lehrerkooperation; Informationskompetenz; Lehrerverhalten; Prädiktor; Richtlinien; Lehrkunst; Regression; Regressionsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schuleffizienz; Quality of education; Bildungsqualität; Schulleistung; Statistische Analyse; Europa; Litauen; Slowakei; Tschechische Republik; Polen; Niederlande; Deutschland
Abstract	Collaboration between teachers constitutes an important predictor for the successful implementation of digital media in schools and teaching. The present contribution examines the supporting conditions of ICT (information and communications technology)-related teacher collaboration as a feature of school quality in six selected European educational systems on the basis of the instruments and data administered by the International Association for the Evaluation of Educational Achievement's study of ICILS 2013 (International Computer and Information Literacy Study 2013). Along the ICILS 2013 theoretical framework, predictors on the level of the school and classroom, antecedents regarding teachers' attitudes and competencies, variables concerning processes at school and in class, as well as teachers' background variables, are analysed. The regression analysis shows no consistent differences regarding the coefficients of different predictors with respect to ICT-related collaboration in the countries where teachers have expressed a high, medium or low rate of agreement with ICT-related collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01