Factors Predicting Impact of ICT-Use on Students: An Exploration of Teachers’ Perceptions

As a secondary analysis of the SITES 2006 data, the present paper focused on the exploration of the factors associated with the impact of ICT-use on students’ 21st-century skills as perceived by teachers, in which students’ 21st-century skills included information-handling skills, problem-solving skills, self-directed learning skills, collaborative skills, communication skills, ICT skills, and ability to learn at students’ own pace. In order to predict and understand teachers’ perceptions of the impact of ICT-use on students’ 21st-century skills, we proposed a model embracing five factors: (1) teachers’ perceptions on teacher-practice orientation 21st-century learning, (2) student-practice orientation of 21st-century learning, (3) pedagogical ICT competence, (4) teachers’ perceptions on the presence of a community of practice on professional collaboration, and (5) teacher-related obstacles in using ICT. Results of the path analysis revealed three direct effects on student-impact, namely teacher-practice orientation, student-practice orientation, and pedagogical ICT competence. Findings revealed that teacher perception on student-practice orientation was the strongest predictor of student-impact than other factors. The direct effects of teacher-practice orientation, student-practice orientation, and pedagogical ICT competence on student-impact were positive. The pedagogical ICT competence had direct as well as indirect effects on student-impact. However, the effects of pedagogical ICT competence on the mediated factors teacher-practice orientation and student-practice orientation were negative. The indirect effects of community of practice on professional collaboration and teacher-related obstacles in using ICT on student-impact were mediated through teacher-practice orientation, student-practice orientation, or pedagogical ICT competence. The effects of community of practice on professional collaboration on all mediated factors were positive whereas the effects of teacher-related obstacles in using ICT on all mediated factors were negative. Finally, implications for teacher professional development are discussed.