Abstract
Paradoxically, in Spain, schools have relatively ample information and communication technology (ICT) infrastructure but low levels of classroom ICT use. In this study, we analyse the role of school ICT infrastructure and teacher characteristics to explain ICT use in education. We use data from the Spanish sample in the 2013 Teaching and Learning International Study (TALIS), which consists of 3339 teachers from 192 secondary education centres. The analysis was conducted using multilevel logistic regression models. The principal results indicate that the availability of educational software, teacher ICT training, collaboration among teachers, perceived self-efficacy, and teaching concepts influence classroom ICT use. School hardware and internet-connection infrastructure are less significant. Based on the findings, recommendations are presented to orient Spanish educational policy to encourage the use of ICT in classrooms.
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