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Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy. / D’Agostino, Antonella; Longobardi, Sergio; Migali, G. et al.
In: Quality and Quantity, Vol. 57, No. 6, 31.12.2023, p. 5007-5033.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

D’Agostino, A, Longobardi, S, Migali, G & Russo, F 2023, 'Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy', Quality and Quantity, vol. 57, no. 6, pp. 5007-5033. https://doi.org/10.1007/s11135-022-01586-4

APA

D’Agostino, A., Longobardi, S., Migali, G., & Russo, F. (2023). Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy. Quality and Quantity, 57(6), 5007-5033. https://doi.org/10.1007/s11135-022-01586-4

Vancouver

D’Agostino A, Longobardi S, Migali G, Russo F. Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy. Quality and Quantity. 2023 Dec 31;57(6):5007-5033. Epub 2022 Dec 25. doi: 10.1007/s11135-022-01586-4

Author

D’Agostino, Antonella ; Longobardi, Sergio ; Migali, G. et al. / Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy. In: Quality and Quantity. 2023 ; Vol. 57, No. 6. pp. 5007-5033.

Bibtex

@article{338f02a5540d4cc5829c1955e9991fbc,
title = "Measuring teachers{\textquoteright} readiness to use ICT before the COVID-19 pandemic in Italy",
abstract = "This study seeks to measure teachers{\textquoteright} readiness to use ICT in Italy by exploiting the data collected by the National Institute for the evaluation of education and training system (INVALSI) in 2018–2019. We propose a fuzzy set approach to provide a multidimensional picture of how much teachers were ready to integrate ICTs into educational practice. In addition, we use empirical bootstrap intervals to test whether significant differences exist in teacher readiness over several personal and socioeconomic characteristics. The study reveals that teachers{\textquoteright} readiness for ICT is composed of three dimensions and varies by teachers{\textquoteright} characteristics and regions. These results are a useful tool for understanding the relationship between teachers and ICTs so as to develop more appropriate educational policies. ",
keywords = "Fuzzy logic, ICT in education, INVALSI data, Teacher readiness",
author = "Antonella D{\textquoteright}Agostino and Sergio Longobardi and G. Migali and Felice Russo",
year = "2023",
month = dec,
day = "31",
doi = "10.1007/s11135-022-01586-4",
language = "English",
volume = "57",
pages = "5007--5033",
journal = "Quality and Quantity",
issn = "0033-5177",
publisher = "Springer Netherlands",
number = "6",

}

RIS

TY - JOUR

T1 - Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

AU - D’Agostino, Antonella

AU - Longobardi, Sergio

AU - Migali, G.

AU - Russo, Felice

PY - 2023/12/31

Y1 - 2023/12/31

N2 - This study seeks to measure teachers’ readiness to use ICT in Italy by exploiting the data collected by the National Institute for the evaluation of education and training system (INVALSI) in 2018–2019. We propose a fuzzy set approach to provide a multidimensional picture of how much teachers were ready to integrate ICTs into educational practice. In addition, we use empirical bootstrap intervals to test whether significant differences exist in teacher readiness over several personal and socioeconomic characteristics. The study reveals that teachers’ readiness for ICT is composed of three dimensions and varies by teachers’ characteristics and regions. These results are a useful tool for understanding the relationship between teachers and ICTs so as to develop more appropriate educational policies.

AB - This study seeks to measure teachers’ readiness to use ICT in Italy by exploiting the data collected by the National Institute for the evaluation of education and training system (INVALSI) in 2018–2019. We propose a fuzzy set approach to provide a multidimensional picture of how much teachers were ready to integrate ICTs into educational practice. In addition, we use empirical bootstrap intervals to test whether significant differences exist in teacher readiness over several personal and socioeconomic characteristics. The study reveals that teachers’ readiness for ICT is composed of three dimensions and varies by teachers’ characteristics and regions. These results are a useful tool for understanding the relationship between teachers and ICTs so as to develop more appropriate educational policies.

KW - Fuzzy logic

KW - ICT in education

KW - INVALSI data

KW - Teacher readiness

U2 - 10.1007/s11135-022-01586-4

DO - 10.1007/s11135-022-01586-4

M3 - Journal article

C2 - 36588921

VL - 57

SP - 5007

EP - 5033

JO - Quality and Quantity

JF - Quality and Quantity

SN - 0033-5177

IS - 6

ER -