Teacher factors associated with innovative curriculum goals and pedagogical practices: differences between extensive and non‐extensive ICT‐using science teachers

Abstract Second Information Technology in Education Study (SITES) 2006 was an international study about pedagogical practices and the use of information and communication technology (ICT) in math and science classrooms. One of the findings of SITES 2006 was that – across educational systems – a proportion of the math and science teachers in the 22 countries researched in the SITES 2006 study were using ICT extensively and their pedagogy was oriented towards lifelong learning which is considered relevant for the 21st century. Starting from this finding, a secondary analysis has been conducted to explore differences between extensive and non‐extensive ICT‐using science teachers with respect to pedagogical orientation, ICT competencies and professional engagement. Based on selected questions from the SITES 2006 teacher questionnaire, indicators have been developed for these constructs. Differences between the two groups were calculated using simple t ‐tests and effect sizes. The findings showed that both groups of science teachers had a pedagogical orientation that reflected traditionally important as well as lifelong learning curriculum goals and practices, but extensive ICT‐using science teachers, much more than their non‐extensive ICT‐using colleagues pursued curriculum goals and practices that are oriented towards lifelong learning. In addition, extensive ICT‐using science teachers appeared more confident about their ICT competencies and felt more professionally engaged; two factors that were also found in other studies to positively relate to a lifelong learning orientation towards teaching and learning.