The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills

Although information and communication technology (ICT) has impacted many areas of society, its use in school contexts is still limited. In this study, we focused on teachers' attitudes towards ICT and the school facilitating conditions and examined their relationships to the teachers' emp...

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Detalhes bibliográficos
Autores: Cabellos, Beatriz, Siddiq, Fazilat, Scherer, Ronny
Tipo de documento: artigo
Data de publicação:2024
País:España
Recursos:Universidad Rey Juan Carlos
Repositório:BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos
OAI Identifier:oai:burjcdigital.urjc.es:10115/40766
Acesso em linha:https://hdl.handle.net/10115/40766
Access Level:Acceso aberto
Palavra-chave:Educational technology system architectures
Classroom teaching improvement
Media in education
Pedagogical issues
Teacher professional development
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spelling The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skillsCabellos, BeatrizSiddiq, FazilatScherer, RonnyEducational technology system architecturesClassroom teaching improvementMedia in educationPedagogical issuesTeacher professional developmentAlthough information and communication technology (ICT) has impacted many areas of society, its use in school contexts is still limited. In this study, we focused on teachers' attitudes towards ICT and the school facilitating conditions and examined their relationships to the teachers' emphasis on developing students' digital information and communication skills (TEDDICS) and ICT use. Furthermore, we tested whether school facilitating conditions moderated the relationships of attitudes and ICT use with TEDDICS. Overall, 552 teachers in primary and secondary education participated in our survey, and we analysed the resultant data via structural equation modelling. The results showed that positive attitudes towards ICT and ICT use were positively related. In addition, school facilitating conditions had a significant effect on both ICT use and TEDDICS. Notably, an interaction effect between school facilitating conditions and attitudes towards ICT existed—that is, better school facilitating conditions increased the effects of attitudes on ICT use and TEDDICS. These results show the importance of school facilitating conditions in teachers’ practices. A lack of school facilitating conditions may result in less ICT use in teaching, even for teachers who have positive attitudes towards ICT. Hence, promoting facilitating conditions along with positive attitudes in ICT use can be a viable strategy for implementing digitalisation in schools.202420242024info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10115/40766reponame:BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlosinstname:Universidad Rey Juan CarlosInglésAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:burjcdigital.urjc.es:10115/407662026-06-24T12:48:17Z
dc.title.none.fl_str_mv The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
title The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
spellingShingle The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
Cabellos, Beatriz
Educational technology system architectures
Classroom teaching improvement
Media in education
Pedagogical issues
Teacher professional development
title_short The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
title_full The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
title_fullStr The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
title_full_unstemmed The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
title_sort The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
dc.creator.none.fl_str_mv Cabellos, Beatriz
Siddiq, Fazilat
Scherer, Ronny
author Cabellos, Beatriz
author_facet Cabellos, Beatriz
Siddiq, Fazilat
Scherer, Ronny
author_role author
author2 Siddiq, Fazilat
Scherer, Ronny
author2_role author
author
dc.subject.none.fl_str_mv Educational technology system architectures
Classroom teaching improvement
Media in education
Pedagogical issues
Teacher professional development
topic Educational technology system architectures
Classroom teaching improvement
Media in education
Pedagogical issues
Teacher professional development
description Although information and communication technology (ICT) has impacted many areas of society, its use in school contexts is still limited. In this study, we focused on teachers' attitudes towards ICT and the school facilitating conditions and examined their relationships to the teachers' emphasis on developing students' digital information and communication skills (TEDDICS) and ICT use. Furthermore, we tested whether school facilitating conditions moderated the relationships of attitudes and ICT use with TEDDICS. Overall, 552 teachers in primary and secondary education participated in our survey, and we analysed the resultant data via structural equation modelling. The results showed that positive attitudes towards ICT and ICT use were positively related. In addition, school facilitating conditions had a significant effect on both ICT use and TEDDICS. Notably, an interaction effect between school facilitating conditions and attitudes towards ICT existed—that is, better school facilitating conditions increased the effects of attitudes on ICT use and TEDDICS. These results show the importance of school facilitating conditions in teachers’ practices. A lack of school facilitating conditions may result in less ICT use in teaching, even for teachers who have positive attitudes towards ICT. Hence, promoting facilitating conditions along with positive attitudes in ICT use can be a viable strategy for implementing digitalisation in schools.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10115/40766
url https://hdl.handle.net/10115/40766
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos
instname:Universidad Rey Juan Carlos
instname_str Universidad Rey Juan Carlos
reponame_str BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos
collection BURJC-Digital. Repositorio Institucional de la Universidad Rey Juan Carlos
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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