Predictors of ICT Use in Teaching in Different Educational Domains

Barbara Rončević Zubković,Rosanda Pahljina-Reinić,Svjetlana Kolić-Vehovec

doi:10.26417/ejser.v11i2.p145-154

Abstract

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

Highlights

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences)
On school-level, most prominent barriers were lack of time, lack of effective training, lack of accessability to ICT resources, and lack of technical support. Since some variables, such as lack of teacher confidence in their competence for ICT use and resistance to change that reflects in negative attitudes towards ICT use in classroom seem to be more important than others (Bingimlas, 2009) we will explain them further in following sections
In the present study we focused on some specific teacher-level barriers that seem to be most important, as well on school-level barriers that might hinder successful implementation of ICT in learning and teaching practices

Summary

Introduction

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Teacher level barriers refer to teachers’ poor ICT competence, low motivation and lack of confidence in using new technologies in teaching. They are related to the quality and quantity of teacher training programmes. On school-level, most prominent barriers were lack of time, lack of effective training, lack of accessability to ICT resources, and lack of technical support Since some variables, such as lack of teacher confidence in their competence for ICT use and resistance to change that reflects in negative attitudes towards ICT use in classroom seem to be more important than others (Bingimlas, 2009) we will explain them further in following sections. Teachers’ favourable perceptions about technology in education were found to be positively related with teachers ICT use in daily teaching practice, as well as with the frequency of students’ ICT use for learning (European Commission, 2013; Palak & Walls, 2009)

Objectives

Methods

Results