The large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related resources for teaching and learning, but a relatively lower reported use of ICT in classroom practice. ICT innovation requires a high initial level of financial investment in technology, and Luxembourg has achieved this since 2015. Once the necessary financial investment in ICT technology has been made, the key question is what else matters to increase the use of ICT in teaching. To identify the relevant factors, we used the “Four in Balance” model, aimed explicitly at monitoring the implementation of ICT in schools. Using data for 420 teachers in Luxembourg, we identify that within such a technology-driven approach to digitalization, teachers’ vision of ICT use in teaching, level of expertise, and the use of digital learning materials in class are significant support factors. Leadership and collaboration, in the form of an explicit vision of setting ICT as a priority for teaching in the school, also prove to be important. Through these findings, we show that the initial investment in school infrastructure for ICT needs to be associated in its implementation with teachers’ ICT-related beliefs, attitudes, and ICT expertise.

中文翻译：

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在课堂实践中实施 ICT：除了 ICT 基础设施之外还有什么重要的？

大规模国际计算机和信息素养研究（2018 年）有一个关于卢森堡教师的有趣发现。卢森堡是报告的教学和学习技术相关资源水平最高的国家之一，但报告的课堂实践中 ICT 使用率相对较低。ICT 创新需要对技术进行高水平的初始财政投资，卢森堡自 2015 年以来已经实现了这一点。一旦对 ICT 技术进行了必要的财政投资，关键问题是增加 ICT 在教学中的使用还有什么重要的。为了确定相关因素，我们使用了“四个平衡”模型，明确旨在监测学校 ICT 的实施情况。使用卢森堡 420 名教师的数据，我们发现在这种技术驱动的数字化方法中，教师对在教学中使用 ICT 的看法、专业水平以及在课堂上使用数字学习材料是重要的支持因素。领导和协作，以将 ICT 设置为学校教学优先事项的明确愿景的形式，也被证明是重要的。通过这些调查结果，我们表明，对学校 ICT 基础设施的初始投资需要在其实施中与教师的 ICT 相关信念、态度和 ICT 专业知识相关联。