Factors Influencing the Use of ICT to Support Students' Self-Regulated Learning in Digital Environment: The Role of Teachers in Lower Secondary Education of Shanghai, China

Autor/inn/en	Xu, Jinjie; Zhu, Yan
Titel	Factors Influencing the Use of ICT to Support Students' Self-Regulated Learning in Digital Environment: The Role of Teachers in Lower Secondary Education of Shanghai, China
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4312-4331 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22938
Schlagwörter	Technology Uses in Education; Self Management; Learning Strategies; Teacher Role; Foreign Countries; Electronic Learning; Institutional Characteristics; Educational Environment; Teacher Characteristics; Administrator Surveys; Teacher Surveys; Middle School Teachers; Self Efficacy; Faculty Development; Preservice Teacher Education; China (Shanghai); Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerrolle; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehramtsstudiengang; Lehrerausbildung
Abstract	Currently, Shanghai, China is facing a contradictory situation in process of digitalization in education. Supply and allocation of information and communications technology (ICT) infrastructure are relatively adequate and equitable, but the share of teacher-supported classroom ICT use for student learning in digital environment is much lower than the Organization for Economic Co-operation and Development average. This study mainly analyzed the roles of school factors with focus on infrastructure and school climate for innovation as well as teacher factors on their professional preparation and development related to ICT, professional practices, and attitudes toward ICT use. The data from Shanghai sample in the 2018 Teaching and Learning International Survey (TALIS), which consists of 3976 teachers from 198 lower secondary schools which refer to middle school in China, were used to build multilevel logistic regression models for the investigation. The principal results indicate that teachers' self-efficacy on ICT use, initial preparation, and professional development related to ICT use and implementation of teaching practice as prompt for ICT use are powerful predictors. Relatively, at the school level, ICT infrastructure and team innovativeness are not significant in attributing to teacher-supported classroom ICT use. Based on findings, implications, and recommendations are presented to direct Shanghai education policy toward digital transition in education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01