Teachers' perceptions of school ICT policy predict classroom ICT use, whereas principals' perspectives show no significant effect¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ICT integration in daily class practice is significantly associated with teachers' perceptions of policy-related factors, and no significant effect was found for the principals' perspective. → 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 · r3

Multilevel analysis of the same 574-teacher, 53-school sample; perception of internal ICT support (p < 0.000) and perception of ICT plan content (p < 0.000) were significant, while principals' interview-based perspectives were not. The article prints no effect size for the null principals' result, so none is reported.

"The results point at the fact that ICT integration in daily class practice is significantly associated with teach- ers’ perceptions of policy-related factors. No significant effect on teachers’ ICT use was found for the princi- pals’ perspective."

Discussion¶

Related Claims¶

• Local ICT school policies in Flemish primary schools are often underdeveloped and underutilised — related
• A lower pupil/PC-ratio in the classroom (more computers available in class) is associated with higher classroom ICT integration — related
• School-level ICT policy factors (ICT plan, support, training) are significantly associated with teachers' classroom use of ICT in Flemish primary schools — related
• Teacher characteristics (computer attitudes, innovativeness, intensity of use) significantly predict classroom ICT use alongside policy factors — related