Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?

Area of Science:

• Educational Technology
• Information and Communication Technology (ICT) in Education
• Teacher Professional Development

Background:

• Luxembourg reports high levels of technology resources for education.
• However, the actual use of ICT in classroom practices among teachers is relatively low.
• This presents a paradox in educational technology implementation.

Purpose of the Study:

• To identify key factors influencing the increased use of ICT in teaching beyond financial investment.
• To understand what supports the effective integration of ICT in Luxembourg's classrooms.
• To explore the relationship between technology infrastructure and pedagogical practice.

Main Methods:

• Utilized the "Four in Balance" model for monitoring ICT implementation in schools.
• Analyzed data from 420 teachers in Luxembourg.
• Employed quantitative methods to assess the impact of various factors on ICT usage.

Main Results:

• Teachers' vision for ICT in teaching, their expertise level, and the use of digital learning materials are significant support factors.
• School leadership and collaboration, emphasizing ICT as a priority, are crucial.
• These factors are important for increasing ICT use in classrooms.

Conclusions:

• Initial investment in ICT infrastructure must be complemented by addressing teachers' beliefs, attitudes, and expertise.
• Effective digitalization in education requires a holistic approach.
• Focusing on teacher-centric factors is key to successful ICT integration.