TY - JOUR
T1 - Implementing ICT in classroom practice
T2 - what else matters besides the ICT infrastructure?
AU - Lomos, Catalina
AU - Luyten, J. W.(Hans)
AU - Tieck, Sabine
N1 - Funding Information:
This research work was co-financed by SCRIPT (Service de Coordination de la Recherche et de l’Innovation pédagogique et technologiques) Luxembourg. (Contract “ICILS 2018”, 2020).
Publisher Copyright:
© 2023, The Author(s).
PY - 2023/12
Y1 - 2023/12
N2 - 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.
AB - 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.
KW - ICILS 2018
KW - ICT implementation model
KW - ICT resources
KW - Nonresponse adjustment
KW - Pedagogical use of ICT
KW - Teacher ICT self-efficacy
KW - Technology-driven approach
UR - http://www.scopus.com/inward/record.url?scp=85146282374&partnerID=8YFLogxK
U2 - 10.1186/s40536-022-00144-6
DO - 10.1186/s40536-022-00144-6
M3 - Article
AN - SCOPUS:85146282374
SN - 2196-0739
VL - 11
JO - Large-Scale Assessments in Education
JF - Large-Scale Assessments in Education
IS - 1
M1 - 1
ER -