Chuang, Yen-Ting
National Tsing Hua University,Department of Education and Learning Technology Student
E-mail：ws96kc58ai@mlc.edu.tw
Chu,Chung-Yu
National Tsing Hua University,Department of Education and Learning Technology Student
E-mail：m6030230103@gmail.com
Abstract
This study aims to investigate the impact of Information and Communication Technology (ICT) professional development models and pedagogical beliefs on the degree of ICT implementation in the classroom (student participation in ICT activities) among secondary school teachers in Taiwan. Utilizing a secondary data analysis approach, this research analyzed 2,233 valid samples of current junior high school teachers in Taiwan from the 2022 “International Computer and Information Literacy Study” (ICILS) database.
Teachers’ professional development models were categorized into four groups: “preservice training only,” “in-service training only,” “both,” and “neither.” Through factor analysis, pedagogical beliefs were classified into “constructivist-oriented” and “authority-oriented,” while student ICT activities were divided into three categories: “inquiry and project-oriented,” “routine teaching and assessment,” and “external collaboration and feedback.” The results indicate that:
1.Significant differences across professional development models: Teachers who received both pre-service and in-service training (the “both” group) demonstrated significantly higher levels of ICT implementation in the classroom than other groups, indicating that a composite model of “pre-service foundation and in-service optimization” is the most effective.
2.Immediacy of in-service training: Teachers with “in-service training only” outperformed those with “pre-service training only” in certain instructional aspects, suggesting that continuous professional growth is more effective than pre-service education in meeting current classroom demands.
3.Predictive power of pedagogical beliefs: Teachers’ “constructivist learning beliefs” significantly and positively predicted high-level “inquiry and project-oriented” activities, whereas “authority-oriented” teachers tended to use ICT more for routine practice or information presentation.
4.Key influential factors: Regression analysis confirmed that “participation in professional learning activities” is the most influential variable in predicting the frequency of student ICT use, with its impact far exceeding that of teachers’ pedagogical beliefs.
Keywords：Information and Communication Technology (ICT), Professional Development Models, Classroom ICT Implementation