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Who assigns the most ICT activities? Examining the relationship between teacher and student usage
ARTICLE

Computers & Education Volume 56, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers are more likely to assign such activities. Teacher ICT usage and student ICT assignments are examined using a sample of 3729 elementary and junior high school teachers in Taiwan. The results from correlation and regression analysis indicate that teachers who infrequently use basic ICT tools such as word processing rarely assign student ICT activities. At the other end of spectrum, teachers who create complicated multimedia materials are most likely to assign student multimedia activities. Regression results show that teachers’ frequency of building websites is the best predictor for assigning ICT-based sharing activities to students, though the likelihood is greater for junior high school than elementary school teachers. The results suggest that teachers assign students activities which require a variety of ICT tools, and teachers’ own ICT practices influence the type of ICT activities they assign to students.

Citation

Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers & Education, 56(3), 847-855. Elsevier Ltd. Retrieved June 18, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.10.026

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