engleski

Perceived digital competence and teachers’ attitudes and usage of ICT in teaching

This study is focused on the identification and analysis of important determinants of teachers' successful implementation of ICT in classrooms. Specifically, the study aimed to investigate which factors contribute the most to explaining teachers’ attitudes towards ICT in education, their self-reported digital competence and their use of ICT based activities for students. The data were collected in spring and autumn 2015 as a part of a larger baseline 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 the teachers in 13 middle (N=307) and 7 high schools (N=306). The results indicated that student- centered teaching, teachers’ positive attitudes to ICT in general and especially their strong sense of self-efficacy in using ICT were the most relevant predictors for teachers’ perception of possible benefits of ICT in education. Similarly, teachers’ favorable perceptions of the potentials of using ICT in education as well as their perceived self-efficacy in ICT use were best predictors of their self-reports on actual use of ICT based activities for students. Teachers holding more positive attitudes towards ICT in education reported higher levels of digital competence. However, the most relevant predictors of teachers’ perceived digital competence were fewer years of teaching service and higher mastery goal orientation. These results suggest that for teachers, fostering student-centered and mastery oriented teaching along with training in how to use the potentials of ICT in teaching and direct experience of how to handle ICT in classrooms is needed.

ICT in education ; teachers ; attitudes towards ICT ; digital competence ; ICT based activities

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