Predictors of ICT Use in Teaching in Different Educational Domains

Abstract

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the "e-Schools" pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers' perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

“…The study focused on using ICT in teaching science and mathematics in the classroom rather than other subjects because ICT is evidently becoming a necessary tool to enhance the learning of these subjects. A study that compared the use of ICT in various educational domains showed that Science, Technology, Engineering, and Mathematics (STEM) teachers recognize the benefits of using ICT in teaching more than those teaching humanities and social sciences and that they "perceived themselves as more competent in ICT use compared to other two groups" (Zubkovic et al 2017).…”

Eğitimde Bilgi İletişim Teknolojilerinin Kullanımı: Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi (Bir Karma Yöntem Araştırması)

“…In this study, the effects of ICT use in education on students were examined from a multidimensional perspective. In the literature, there are many studies on the use of ICT in education (Adam & Metljak, 2022;Guillén-Gámez & Mayorga-Fernández, 2020;Rana, Greenwood & Henderson, 2022;Putri, et al, 2020;Spiteri & Chang Rundgren, 2020;Zubković, Pahljina-Reinić & Kolić-Vehovec, 2022). On the other hand, no study has been found that examines the effects of ICT use in education on primary school students with a mixed method design.…”

Redesigning initial teacher’s education practices with learning scenarios

“…Notwithstanding, and according to pupils’ views, those teachers who were more inclined and better prepared for pupil-oriented teaching practices – such as group work, individualized learning and project work – are more likely to use digital resources. Several recent studies show that skills in ICT use, self-efficacy and confidence are the most relevant factors to promote the effective use of digital technology by teachers (Hatlevik, 2017; Piedade, 2017; Zubković et al , 2017; Redmond and Lock, 2019). Although digital technology skills and teachers’ attitudes toward the use of technology are considered a central element for the modernization of educational practices, teacher training is not adequate to deal with the challenges faced, particularly concerning the development of innovative pedagogical practices supported by technology.…”