Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

doi:10.1007/s10639-016-9476-y

Cited by 164 publications

(136 citation statements)

References 46 publications

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…As far as the similarities are concerned, the self-efficacy of teaching staff with regard to ICT was identified as a very important supporting factor in all four education systems. This confirms earlier research which identifies teachers as a keystone species (Davis et al 2013) when it comes to the integration of ICT in schools as well as the apparent importance of teachers' own perceptions of their competences (Drossel et al 2016) on both the individual and the collective level (i.e. among the entire teaching staff in a school).…”

Section: Resultssupporting

confidence: 88%

School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Gerick

Eickelmann

Bos

2017

Large-scale Assess Educ

Self Cite

View full text Add to dashboard Cite

Section: Resultssupporting

confidence: 88%

School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Gerick

Eickelmann

Bos

2017

Large-scale Assess Educ

Self Cite

View full text Add to dashboard Cite

“…However, the most important finding is the importance of the context, where leadership dynamics, change management or ICT implementation time impact on the kind of approach that the participants' take towards the set of beliefs studied, with the parents' and the teachers' in an ICT schools setting expressing the most positive views on the use of digital media. These results are, to some extent, consistent with previous research (Drossel et al, 2017;Ertmer et al, 2012;Gil et al, 2017), which suggests the importance of the social system and especially of leadership action (Pelgrum & Voogt, 2009) in ICT integration in schools. In our study, the influence of this social system might be reflected through the change in the participants' attitudes towards the use of digital media for pedagogical purposes, although, as pointed out by others researchers (Kim et al, 2013), it is possible to assert that while the participants' beliefs may be related to ICT integration, a correlation does not imply causation (and this study does not provide empirical evidence to prove that causality), so it is simply a hypothesis that further studies will need to test.…”

Section: Figuresupporting

confidence: 92%

“…Similarly, the Will, Skill, Tool model (WST; Knezek, Christensen, & Fluke, 2003) postulates that enhancing an educator's will (attitudes towards, perceptions of and beliefs about technology), skill (technology competency) and tool access (access to technological tools) leads to higher technology integration (Knezek et al, 2003). More recently, leadership action and change management in schools (Pelgrum & Voogt, 2009), as well as teacher collaboration or support from their peers, have been found to be important determinants of ICT implementation for pedagogical use (Drossel, Eickelmann, & Gerick, 2017;Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012;Gil, Rodríguez, & Torres, 2017).…”

Section: The Importance Of Beliefs On Technology Integrationmentioning

confidence: 99%

“…Finally, concerning the will aspect, a large majority of parents and teachers prefer traditional channels, such as school-to-home notebooks or FTF conversations, to digital media (Heath et al, 2015;Macia & Garreta, 2018;Rogers & Wright, 2008). Within the multiple conditioning aspects identified, this study takes the second-order barriers as the main variable of analysis, as beliefs are commonly cited as a factor that is critical to the successful integration of ICT in schools (Drossel et al, 2017;Hew & Brush, 2007;Inan & Lowther, 2010;Kim, Kim, Lee, Spector, & DeMeester, 2013;Prestridge, 2012). Moreover, when looking at a broader context, beliefs are also considered key determinants of any human's decisions and actions.…”

Section: The Importance Of Beliefs On Technology Integrationmentioning

confidence: 99%

See 1 more Smart Citation

Digital media for family-school communication? Parents' and teachers' beliefs

Bordalba

Bochaca

2019

Computers & Education

View full text Add to dashboard Cite

The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores which of the parents' and teachers' beliefs have an influence on ICT implementation for such communication. We first developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions. Then we applied the proposed model to our data in order, firstly, to examine which beliefs support or constrain the use of digital media and, secondly, to compare the participants' views (parents and/or teachers from schools with different degrees of ICT implementation for parent-teacher communication) on using e-mails and online platforms to communicate with each other. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introduce digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce.

show abstract

“…En especial, se indaga en las formas de trabajo colaborativo asociadas a la virtualidad y, por tanto, se sondean las actitudes de los docentes frente a las tecnologías de la información y la comunicación (TIC) para determinar los usos profesionales dentro y fuera del centro (Drossel, Eickelmann & Gerick, 2017;Meneses, Fàbregues, Rodríguez-Gómez & Ion, 2012;Suárez, Almerich, Díaz & Fernández, 2012).…”

Section: Introductionunclassified

Colaboración y uso de las TIC como factores del desarrollo profesional docente en el contexto educativo uruguayo. Protocolo de análisis para un estudio de casos múltiple

Questa-Torterolo

Gómez

Meneses

2018

Cuad. Investig. Educ.

View full text Add to dashboard Cite

La colaboración entre docentes, con o sin uso de las tecnologías de la información y la comunicación (TIC), constituye un factor determinante en su desarrollo profesional y, en consecuencia, un elemento clave para el buen funcionamiento de los centros educativos y la calidad del sistema escolar. Por este motivo, y dada la escasez de investigaciones sobre el tema en Uruguay fueron exploradas las formas que adopta la colaboración con fines profesionales y los usos de las TIC con estos fines. El diseño del estudio siguió la estrategia de estudio de caso múltiple para el que se seleccionaron cuatro escuelas primarias y cuatro centros de enseñanza secundaria en el departamento de Colonia. En cada centro se aplicó una entrevista en profundidad al director y a dos docentes identificados por sus actitudes hacia la colaboración a partir de un grupo de discusión realizado entre docentes. Asimismo se recolectaron datos del contexto y se realizaron observaciones no participantes de la infraestructura y del ambiente escolar. Los datos fueron procesados según un protocolo de análisis por capas mediante el que se describieron dos casos en detalle. Luego se buscaron patrones entre dichos casos y temas transversales. Por último se organizaron los hallazgos en una meta-matriz para mostrar los vínculos entre qué se identifica como colaboración docente, cuáles son las formas más usuales de colaboración y cuál es el rol de las TIC en el trabajo colaborativo teniendo en cuenta el contexto particular de los casos descriptos. Las principales conclusiones están asociadas al uso de los espacios de socialización y reflexión sobre las prácticas en los centros estudiados y a la manera en que los docentes y la dirección pueden aprovechar esas instancias para el intercambio sobre aspectos ligados a lo pedagógico.

show abstract

Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Cited by 164 publications

References 46 publications

School-level predictors for the use of ICT in schools and students’ CIL in international comparison

School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Digital media for family-school communication? Parents' and teachers' beliefs

Colaboración y uso de las TIC como factores del desarrollo profesional docente en el contexto educativo uruguayo. Protocolo de análisis para un estudio de casos múltiple

Contact Info

Product

Resources

About