| Title: | Evaluating the quality of technology integration across seven European countries with the ICAP technology scale |
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| Authors: | ID Maričić, Mirjana (Author)
ID Anđić, Branko (Author)
ID Mumcu, Filiz (Author)
ID Rokos, Lukáš (Author)
ID Vondruška, Jan (Author)
ID Weinhandl, Robert (Author)
ID Lavicza, Zsolt (Author)
ID Špernjak, Andreja (Author) |
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| Files: |  RAZ_Maricic_Mirjana_2025.pdf (1,94 MB)
MD5: EDD5ECE4A9347A4B59C4D61F45E0DB52
 https://doi.org/10.1007/s40692-024-00341-y
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FNM - Faculty of Natural Sciences and Mathematics
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| Abstract: | Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT-passive and active. On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion. |
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| Keywords: | cognitive engagement, learning activities, technology integration |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Article acceptance date: | 16.09.2024 |
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| Publication date: | 18.12.2024 |
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| Publisher: | Springer Nature |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 1135-1172 |
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| Numbering: | Letn. 12, št. 4 |
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| PID: | 20.500.12556/DKUM-96819  |
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| UDC: | 37.091.2:62 |
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| ISSN on article: | 2197-9995 |
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| COBISS.SI-ID: | 220206595 |
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| DOI: | 10.1007/s40692-024-00341-y |
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| Publication date in DKUM: | 29.01.2026 |
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| Views: | 155 |
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| Downloads: | 1 |
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| Metadata: |    |
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| Categories: | Misc.
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