Engaging students with technology: How an innovative school climate and teacher innovative behavior enhance technology-supported teaching

Abstract

Technology-enhanced teaching has the potential to significantly improve student learning outcomes. Nevertheless, the question of what factors predict teacher use of technology in cognitive demanding ways is still open. Drawing on the theory of interactive, constructive, active, and passive (ICAP) learning, this study aimed to examine the relationships between a school’s innovative climate, teachers’ innovative behavior, and different modes of technology use in the classroom. The participants were 458 teachers from Serbian schools. Full structural equation modeling revealed that teachers’ innovative behavior is positively related to different types of technology integration in learning activities. Furthermore, a school’s innovative climate was related to passive, active, constructive, and interactive technology use via the innovative behavior of teachers. On the other hand, an innovative school climate was not directly related to the dimensions of technology use in teaching and learning activities. The obtained findings have implications for both practitioners and professional development providers.

Keywords

• technology use
• icap
• teacher innovative behavior
• innovative climate