Teacher characteristics from the will-skill-tool model — data literacy, availability of data technologies, and positive beliefs — predict teachers' pedagogical use of digital data, with data literacy the strongest predictor¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher data literacy (skill), availability of data technologies (tool), and positive beliefs about technologies (will) each significantly and positively predict digital data use, with skill the strongest predictor. → Michos 2025 q3 i? The full multilevel model explained 52% of the variance in teachers' digital data use, and 11% of variance was attributable to between-school differences. → Michos 2025

Evidence¶

Michos 2025¶

Michos, K., Schmitz, M.-L., & Petko, D. (2025). Learning Analytics in Schools: Is Digital Data Use Influenced by Teacher-Level or School-Level Factors? Journal of Learning Analytics, 12(3), 87–101. https://doi.org/10.18608/jla.2025.8567

q3 · i? · associational · r2

Multilevel regression (teachers nested in 112 schools) on survey data from N = 2,247 Swiss upper secondary teachers. "Model 1" with all predictors "explained 52% of the variance in the use of digital data by teachers"; the null model showed an ICC of 0.11 with significant between-school variance. All three WST coefficients were significant at p < .001.

"The variables that mostly influence the use of digital data by teachers were all related to the WST model, namely positive beliefs toward digital technologies (will; B = 0.13, p < 0.001), teacher competency with digital data (skill ; B = 0.55, p < 0.001), and availability of data technologies (tool ; B = 0.40, p < 0.001)"

Discussion¶

Related Claims¶

• Teaching experience is a minor negative predictor of digital data use, while age and gender show no significant effect — related
• School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance — related
• About half of teachers report access to data technologies, but roughly half lack confidence in their data skills and do not use digital data to plan and adjust teaching — related
• Teacher technology use and school culture explain an additional 18 percent of school-by-school differences in high school student technology use — related
• Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related
• Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness — related
• Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related