Dataset Information

Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

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.

Supplementary information

The online version contains supplementary material available at 10.1186/s40536-022-00144-6.

SUBMITTER: Lomos C

PROVIDER: S-EPMC9837759 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Publications

Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

Lomos Catalina C Luyten J W Hans JWH Tieck Sabine S

Large-scale assessments in education 20230113 1

<h4>Background</h4>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.<h4>Methods</h4>ICT innovation requires a high initial level of financial investment in technology, and Luxembourg has achieved this since 2015. Once the necessary financia ...[more]

PMID: 36686619

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Dataset Information

Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

Background

Methods

Results

Conclusions

Supplementary information

Publications

Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

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