Teaching practices and organisational aspects associated with the use of ICT

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to te...

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Published in:Large-scale assessments in education 2024-08, Vol.12 (1), p.26-16, Article 26
Main Authors: Gil-Flores, Javier, Rodríguez-Santero, Javier, Ortiz-de-Villate, Carla
Format: Article
Language:English
Subjects:
Assessment
Classrooms
Education
Educational Innovation
Educational Policy and Politics
Educational resources
Humanities
Information technology
Instructional Innovation
Law
School organisation
Schools
Secondary education
Self Efficacy
Statistics for Social Sciences
Teacher education
Teacher Improvement
Teacher Qualifications
Teachers
Teaching
Teaching Methods
Teaching practice
Testing and Evaluation
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Summary:The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.
ISSN:2196-0739
2196-0739
DOI:10.1186/s40536-024-00215-w