Abstract
Purpose: This study explored the impact of teacher professional development activities on teacher and student ICT use in the classroom as the importance of ICT use for student-customized instruction is being emphasized.
 Methods: Using data on Korean middle school students from ICILS 2018, an international data set, the researchers set teacher-centered ICT use and student-centered ICT use in the classroom as dependent variables and analyzed the impact of teacher professional development activities (classified as interactive learning and structured learning) by using multiple regression.
 Results: Both teacher professional development activities, interactive learning and structured learning, had a positive impact on ICT utilization in the classroom. The impact of structured learning was somewhat higher for both teacher-centered ICT use and student-centered ICT use.
 Conclusion: Recently, there have been policy efforts by education authorities to enhance teachers' digital competencies. It is necessary to consider both the teacher's and student's ICT utilization.
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