Internet in Teachers' Professional Practice outside the Classroom: Examining Supportive and Management Uses in Primary and Secondary Schools

Autor/inn/en	Meneses, Julio; Fabregues, Sergi; Rodriguez-Gomez, David; Ion, Georgeta
Titel	Internet in Teachers' Professional Practice outside the Classroom: Examining Supportive and Management Uses in Primary and Secondary Schools
Quelle	In: Computers & Education, 59 (2012) 3, S.915-924 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.04.011
Schlagwörter	Secondary Schools; Information Technology; Foreign Countries; Internet; Teaching Methods; Elementary Schools; Models; Surveys; Literacy; Organizational Development; Computer Literacy; Media Literacy; Predictor Variables; Multiple Regression Analysis; Statistical Inference; Statistics; Technological Literacy; Access to Computers; Spain + Suchen Sie Ihr Suchwort? Sekundarschule; Informationstechnologie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Analogiemodell; Survey; Umfrage; Befragung; Alphabetisierung; Schreib- und Lesefähigkeit; Organisationsentwicklung; Computerkenntnisse; Media skills; Medie competence; Medienkompetenz; Prädiktor; Inferential statistics; Schließende Statistik; Statistik; Technisches Wissen; Spanien
Abstract	In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality approach, the aim of this paper is to develop and test a model of the factors that affect teachers' professional use of ICT, particularly the Internet, in primary and secondary schools. One thousand four hundred and five (1405) teachers from a representative sample of 536 primary and 273 secondary schools in Spain were surveyed. The dependent variables include attitudes towards the professional use of ICT and the use of the Internet in professional practice. The explanatory variables are the socio-demographics, school-level information, frequency of Internet access within and outside the school, educational ICT training, digital literacy, and organisational development. Controlling for socio-demographics and school-level information, multiple regression analyses are used to make inferential judgements and test the separate effects of the independent variables. Findings suggest that technological factors and organisational practices are important predictors of ICT appropriation for professional purposes. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10