Claims

School-level ICT policy factors (ICT plan, support, training) are significantly associated with teachers' classroom use of ICT in Flemish primary schools

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Variables at both the school and teacher level significantly influence teachers' use of ICT in their class, including perceptions of internal ICT support, perceptions of the ICT plan content, and the number of in-service trainings. → Tondeur 2008

Evidence

Tondeur 2008

Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51, 212-223. https://doi.org/10.1016/j.compedu.2007.05.003

q2 · i? · associational · r2

Multilevel analysis (IGLS in MlwiN) of 574 teachers nested in 53 Flemish primary schools; the final model retained significant predictors including perception of internal ICT support, perception of ICT plan content, and number of in-service trainings. The article reports these as "significant positive effect" predictors; no standardised effect size appears in the quoted passage, so none is coded.

"As the fixed parameters in the final model in Table 4 reveal, variables at both the school and teacher level significantly influence teachers’ use of ICT in their class."

Discussion

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