ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders?
The purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers' use of computers in their teaching. A total of 386 teachers from a nationwide sample...
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2012-01-01
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Series: | Nordic Journal of Digital Literacy |
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doaj-c458c900ff7642dd88026f70822e46df2021-05-02T19:05:09ZengUniversitetsforlagetNordic Journal of Digital Literacy0809-67241891-943X2012-01-017556918948693ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders?Ove Edvard HatlevikHans Christian ArnsethThe purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers' use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers. Finally, these two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 5 percent of the variation in how frequently teachers were using computers for reading and writing. The results indicated a need for further studies in order to examine factors that predict teachers’ use of computers in their teaching.https://www.idunn.no/dk/2012/01/art05ICT-supportive school leaderssupportive colleaguesperceived usefulness of computersperceived learning outcome for studentsteachers' use of computers in their teachinggender. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ove Edvard Hatlevik Hans Christian Arnseth |
spellingShingle |
Ove Edvard Hatlevik Hans Christian Arnseth ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? Nordic Journal of Digital Literacy ICT-supportive school leaders supportive colleagues perceived usefulness of computers perceived learning outcome for students teachers' use of computers in their teaching gender. |
author_facet |
Ove Edvard Hatlevik Hans Christian Arnseth |
author_sort |
Ove Edvard Hatlevik |
title |
ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? |
title_short |
ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? |
title_full |
ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? |
title_fullStr |
ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? |
title_full_unstemmed |
ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? |
title_sort |
ict, teaching and leadership: how do teachers experience the importance of ict-supportive school leaders? |
publisher |
Universitetsforlaget |
series |
Nordic Journal of Digital Literacy |
issn |
0809-6724 1891-943X |
publishDate |
2012-01-01 |
description |
The purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers' use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers. Finally, these two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 5 percent of the variation in how frequently teachers were using computers for reading and writing. The results indicated a need for further studies in order to examine factors that predict teachers’ use of computers in their teaching. |
topic |
ICT-supportive school leaders supportive colleagues perceived usefulness of computers perceived learning outcome for students teachers' use of computers in their teaching gender. |
url |
https://www.idunn.no/dk/2012/01/art05 |
work_keys_str_mv |
AT oveedvardhatlevik ictteachingandleadershiphowdoteachersexperiencetheimportanceofictsupportiveschoolleaders AT hanschristianarnseth ictteachingandleadershiphowdoteachersexperiencetheimportanceofictsupportiveschoolleaders |
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