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Over the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.
Ivanishchenko et al. (Wed,) studied this question.