Latent class profiles of teacher use of digital tools in PISA 2018 data

Abstract

AbstractThis study examined teachers’ digital tool use through latent class analysis (LCA) and identified predictors that separated the emergent subgroups of teachers. Data from the PISA 2018 teacher questionnaire were employed to analyze the teachers’ digital tool behaviors in ICT (Information and Communications Technology) strong countries: Germany, Korea, and USA. The LCA suggested three subgroups of teachers, with similar percentages in each country: ‘minimal users’ (Class 1: 22–33%); ‘moderate users’ (Class 2: 46–60%); and ‘versatile users’ (Class 3; 17–21%). Cross-national similarities were also found in the profile patterns of ‘minimal users’ and the variables predicting the subgroup membership. The single most important factor of digital tool use across the three countries was teacher training in ICT, either during pre-service training or through in-service professional development programs. Notable cross-national differences were found, however, in the profiles of ‘moderate’ users and their use of specific types of digital tools. Discussion concludes with practical suggestions to enhance teacher use of digital tools.