Factors influencing the use of ICT to support students' self‐regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China

Abstract

Currently, Shanghai, China is facing a contradictory situation in process of digitalization in education. Supply and allocation of information and communications technology (ICT) infrastructure are relatively adequate and equitable, but the share of teacher‐supported classroom ICT use for student learning in digital environment is much lower than the Organization for Economic Co‐operation and Development average. This study mainly analyzed the roles of school factors with focus on infrastructure and school climate for innovation as well as teacher factors on their professional preparation and development related to ICT, professional practices, and attitudes toward ICT use. The data from Shanghai sample in the 2018 Teaching and Learning International Survey (TALIS), which consists of 3976 teachers from 198 lower secondary schools which refer to middle school in China, were used to build multilevel logistic regression models for the investigation. The principal results indicate that teachers' self‐efficacy on ICT use, initial preparation, and professional development related to ICT use and implementation of teaching practice as prompt for ICT use are powerful predictors. Relatively, at the school level, ICT infrastructure and team innovativeness are not significant in attributing to teacher‐supported classroom ICT use. Based on findings, implications, and recommendations are presented to direct Shanghai education policy toward digital transition in education.

Practitioner points

• Teachers who use strategy for students' cognitive activation frequently are more likely to encourage them to use of information and communications technology (ICT) for their learning.

• Teachers who have more opportunities for initial preparation and professional development related to ICT use are more likely to support students' use of ICT for their learning.

• Teachers who have strong self‐efficacy in using ICT are more likely to support student learning with ICT.