Projects per year
Abstract
BACKGROUND: The large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related resources for teaching and learning, but a relatively lower reported use of ICT in classroom practice.
METHODS: ICT innovation requires a high initial level of financial investment in technology, and Luxembourg has achieved this since 2015. Once the necessary financial investment in ICT technology has been made, the key question is what else matters to increase the use of ICT in teaching. To identify the relevant factors, we used the "Four in Balance" model, aimed explicitly at monitoring the implementation of ICT in schools.
RESULTS: Using data for 420 teachers in Luxembourg, we identify that within such a technology-driven approach to digitalization, teachers' vision of ICT use in teaching, level of expertise, and the use of digital learning materials in class are significant support factors. Leadership and collaboration, in the form of an explicit vision of setting ICT as a priority for teaching in the school, also prove to be important.
CONCLUSIONS: Through these findings, we show that the initial investment in school infrastructure for ICT needs to be associated in its implementation with teachers' ICT-related beliefs, attitudes, and ICT expertise.
SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s40536-022-00144-6.
Original language | English |
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Article number | 1 |
Pages (from-to) | 1-28 |
Number of pages | 28 |
Journal | Large-Scale Assessments in Education |
Volume | 11 |
Issue number | 1 |
DOIs | |
Publication status | Published - 13 Jan 2023 |
Bibliographical note
Funding Information:This research work was co-financed by SCRIPT (Service de Coordination de la Recherche et de l’Innovation pédagogique et technologiques) Luxembourg. (Contract “ICILS 2018”, 2020).
Publisher Copyright:
© 2023, The Author(s).
Keywords
- ICILS 2018, ICT implementation model, Technology-driven approach, Pedagogical use of ICT, ICT resources, Teacher ICT self-efficacy, Nonresponse adjustment
Projects
- 1 Finished
Research output
- 1 Chapter
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Teachers as Key Actors in Implementing Information and Communications Technology (ICT) in Teaching and Learning: Findings from ICILS 2018.
Lomos, C., Luyten, H., Boualam, R. & Fischbach, A., 10 Dec 2021, Nationaler Bildungsbericht - Luxemburg 2021 / Rapport national sur l'éducation - Luxembourg 2021: Luxembourg 2021. 2021 ed. Luxembourg : Université du Luxembourg (LUCET) & SCRIPT , Vol. 3. p. 128-135 8 p. (Nationaler Bildungsbericht Luxembourg; vol. 2021, no. 3).Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
Open Access