Institutionalised ICT use in primary education: A multilevel analysis

This study uses a multilayered framework of different independent school and teacher variables to study which factors are related to the use of ICT for teaching and learning in Flemish (Belgium) primary schools. Special attention is paid to widely accepted technology uses by teachers, which is labelled as 'Institutionalised ICT use'. A questionnaire has been administered to a representative teacher sample (N = 433) in 53 Flemish primary schools. Factor analyses and multilevel hierarchical regression analyses have been conducted. The results of the multilevel analysis show that 'Institutionalised ICT use' should not only be considered as a teacher phenomenon but also as a school phenomenon. The null model shows that about 14% of the variance in ICT use of teachers is due to between-school differences. In a final model, the variables 'ICT professional development', 'ICT competences', 'developmental educational beliefs', and 'schools' ICT vision and policy' showed a positive association with 'Institutionalised ICT use'.

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