Will-skill-tool model as a framework for teacher digital data use in schools¶

Theory · All theories
Evidence · 4 claims (4 for) · 2 studies (1 associational, 1 theoretical), q1–q3 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The will-skill-tool (WST) model conceptualizes technology integration through three dimensions: "1) teacher motivation and beliefs (will), 2) their competencies and skills (skill), and 3) the availability and accessibility of digital tools (tool)". The article chose it as its conceptual framework because it "provides a comprehensive perspective on the interplay between individual and contextual factors in technology integration", offering a more pragmatic focus on teacher-level characteristics and their interaction with contextual enablers than alternatives such as TPACK. In the study, the three dimensions were operationalized as positive beliefs, data literacy, and availability of data technologies predicting digital data use, and as mediators of school-related factors.

Design Implications¶

Context¶

Requirements¶

• Teacher-level measures of beliefs, skills, and tool availability, plus contextual school factors, to capture the interplay between individual and contextual factors

Constraints¶

• The article notes its survey had length restrictions and used single items for some WST variables, which may have constrained reliability and granularity, especially for the skill dimension

Target Learners¶

• Upper secondary school teachers

Target Learning Objectives¶

• Pedagogical use of digital student data and learning analytics for instructional decision-making

Claims¶

• Wst Characteristics Predict Teacher Digital Data Use [+M]
• School Factors Mediated By Teacher Characteristics [+M]
• 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 [+M]
• Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). [+W]

Related Theories¶

• Expectancy-Value Theory

Examples¶

• Personalized, subject-specific professional support combining teacher characteristics with school-level collaboration and leadership support

Key Sources¶

• 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