Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries

Abstract

In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools.

Integration of ICT Skill Among Vocational School Teachers: A case in West Java, Indonesia

“…In addition, the teacher's ICT skills are able to increase student learning motivation [25][26] [27] ICT has become an important component of education, ICT is a teaching tool in the classroom if it is used well by trained teachers, as it can increase student motivation in learning. The use of ICTs by teachers can help explain difficult concepts, so that students can easily understand these concepts.…”

“…Teacher competencies in both digital technology and information technology have the same direction so that these competencies require teachers to be confident, critical, and creative in utilizing information technology [8], teachers have two roles at once, namely as learners/users and teachers [2] [4]. Competence in information technology implies that teachers must have pedagogical and technological abilities [4] [9].…”

“…This condition causes less optimal teacher competence in achieving learning goals [8]. In addition, teacher perceptions of ICT also influence competency towards the use of ICTs [9] [13].…”

Disseminating digital innovation in school – leading second-order educational change

“…Adding resources can reduce many first-order barriers but second-order barriers require teachers to challenge their practices as well as their beliefs, which includes how they define teaching and, thereby, learning (Eickelmann and Vennemann 2017).…”

“…Researchers have identified several reasons explaining why some teachers integrate ICT in their teaching practice and others do not, with a key distinction between external and internal factors (Eickelmann and Vennemann 2017). Whereas supplementary ICT use often only requires relatively small changes in the pedagogy or organizational strategies, integrated use of ICT places greater demands on classroom culture, teachers' ways of instructing students, and their adaptability to new conditions (Ertmer et al 1999;Vanderline et al 2015).…”