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Factors that explain the use of ICT in secondary-education classrooms: the role of teacher characteristics and school infrastructure

 

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Opened Access Factors that explain the use of ICT in secondary-education classrooms: the role of teacher characteristics and school infrastructure
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Author: Gil Flores, Javier
Rodríguez Santero, Javier
Torres Gordillo, Juan Jesús
Department: Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación
Date: 2017
Document type: Article
Abstract: Paradoxically, in Spain, schools have relatively ample information and communication technology (ICT)infrastructure but low levels of classroom ICT use. In this study, we analyse the role of school ICTinfrastructure and teacher characteristics to explain ICT use in education. We use data from the Spanishsample in the 2013 Teaching and Learning International Study (TALIS), which consists of 3339 teachersfrom 192 secondary education centres. The analysis was conducted using multilevel logistic regressionmodels. The principal results indicate that the availability of educational software, teacher ICT training,collaboration among teachers, perceived self-efficacy, and teaching concepts influence classroom ICT use.School hardware and internet-connection infrastructure are less significant. Based on thefindings,recommendations are presented to orient Spanish educational policy to encourage the use of ICT in classrooms
Cite: Gil Flores, J., Rodríguez Santero, J. y Torres Gordillo, J.J. (2017). Factors that explain the use of ICT in secondary-education classrooms: the role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
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URI: https://hdl.handle.net/11441/87990

DOI: 10.1016/j.chb.2016.11.057

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