Doctoral Research on Teachers as Technology Users: Summary of a Work in Progress

  • Agnese KarasevaEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)


This is a summary of a doctoral research study in progress which deals with secondary school teachers, and their use of different forms of information and communication technology (ICT). The particular focus of the study is on the relationships between various teacher-level, societal and contextual factors, and the ways in which these factors either support or constrain technology integration in education. This mixed-method small-scale study was conducted in Latvia and Estonia. Both countries have tried to make digital competences an integral part of every school subject, but there are no formal requirements on how subject teachers should integrate technology into their teaching. As a result, very diverse attitudes towards ICT and technology usage practices emerge. Part of this study was conducted as an action research project, and thus the findings have been utilized in providing recommendations to a group of teachers willing to make technology a more integral part of their teaching.


Secondary school teachers Teachers’ beliefs Pedagogic use of ICT 



The author is grateful to the Tiger Leap Foundation for financing the study “Effect of teachers’ ICT use activity on pupils’ knowledgeable use of technology” and is grateful to the Estonian Research Council for the support of the project PUT44.


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Authors and Affiliations

  1. 1.Faculty of Social Sciences and EducationUniversity of TartuTartuEstonia

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