You are here:

Factors Affecting Teachers' Student-Centered Classroom Computer Use


Educational Media International Volume 48, Number 4, ISSN 0952-3987


The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could be significantly predicted by certain contextual factors: the type of school (secondary modern and high school), the existence of an ICT school policy plan, as well as by the individual teacher characteristics of belief in constructivist pedagogy and their frequency of classroom computer use. The final regression model accounted for approximately 31% of the variance in the outcome measure for these factors. (Contains 3 tables.)


Friedrich, H.F. & Hron, A. (2011). Factors Affecting Teachers' Student-Centered Classroom Computer Use. Educational Media International, 48(4), 273-285. Retrieved January 22, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.