Upgrading the ICT questionnaire items in PISA 2021

Abstract

UPGRADING THE ICT QUESTIONNAIRE ITEMS IN PISA 2021 Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

Factors influencing the use of ICT to support students' self‐regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China

“…That is, the access to digital infrastructure is prerequisite for application of ICT, but investment in ICT infrastructure alone may not be enough to address low frequency of teacher-supported use of ICT and inequities in students' access to digital learning at school. (Lorenceau et al, 2019), teachers' use of cognitive activation was shown to be associated with higher frequency of teacher-supported student use of ICT in our study from perspective of teachers in middle schools, Shanghai. It is worthy to be found that cognitive activation was more common in private schools with a difference of 8.2% in Shanghai according to the result of TALIS 2018 (OECD, 2019a).…”

“…Although polices or initiatives related to ICT use in schools are generally decided by the national level, schools often play an important role, if not more, in allocating ICT resources and determining how to incentivize teachers to adopt ICT in their teaching. Teachers' willingness and capacity to use ICT for teaching depends on several contextual factors and practices, which could be conceptualized as enabling environment for ICT use in school (Lorenceau et al, 2019). A variety of school attributes and practices, such as type of school administration (i.e., public or private) (Le Donné et al, 2016;OECD, 2022), school location (Xu, 2022), teacher autonomy in instruction (OECD, 2019b), team's innovativeness (OECD, 2020), school culture for professional collaboration (Akbulut, 2009;Gil-Flores et al, 2017), shortage or adequacy of ICT infrastructure (e.g., internet access and software for learning) (Redecker & Punie, 2017), school leadership (Suárez et al, 2012), and school culture for innovation (i.e., openness to change) (Tondeur et al, 2008), have been studied for their potential influences on teacher practices on the usage of ICT for their teaching in and outside classroom.…”

Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA

“…In line with this tendency, the OECD focuses increasingly on collaborative problem solving in PISA, with less attention paid to learners' autonomy. The change in the optional ICT questionnaire planned for PISA 2021 (Lorenceau et al 2019) is indicative of this trend, as it seems that ICT autonomy in its current operationalization will cease to be a topic of research in PISA (OECD 2019d). We strongly believe, however, that research on ICT autonomy and its development in students (Areepattamannil and Santos 2019) are crucially important for the educational system.…”