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The present study aims to identify factors that predict whether teachers engage in teaching about digital technologies (media education), which is an under-researched topic compared to the research about teaching with digital technologies (technology integration). Thus, a popular model of technology integration—the "will, skill, tool, pedagogy" model—guided our research on media education. Based on a survey of 2247 Swiss upper secondary school teachers, we found that for most of the media education topics, only a minority of teachers indicated that they have addressed them in class. Multilevel binomial regression analyses revealed that teachers' responsibility beliefs (will) were one of the most important predictors of discussing media education topics. Furthermore, teachers' self-assessed technical skills (skill) positively predicted whether they taught media literacy, whereas skills in teaching with digital technologies perceived by teachers (pedagogy) only promoted the likelihood that teachers would address topics of critical evaluation of online information and ethical questions of automation. The quality of the schools' infrastructure (tool) seemed to be of minor importance or to have even detrimental effects in the context of media education. Moreover, we observed differences between subjects in engagement in media education, with language, arts, and humanities teachers being particularly more likely to cover aspects of media literacy in class. • Teachers' responsibility beliefs were one of the most important predictors for discussing media education topics. • Teachers' self-reported technical skills significantly and positively influence whether teachers engage in media education. • The quality of the schools' infrastructure is of minor importance or has even detrimental effects on media education. • Self-efficacy in teaching with digital technologies promotes the topics of information evaluation and ethical questions. • Language, arts, and humanities teachers address media education topics more frequently than other teachers. [ABSTRACT FROM AUTHOR]

The present study aims to investigate whether the transformational leadership practices of school principals support teachers in using digital technologies in a way that fosters students' engagement in cognitively demanding learning activities in class. To this end, teachers' positive beliefs about digital technology, their technical skills, the digital school infrastructure, and teachers' skills in teaching with digital technologies were investigated as relevant mediators of the relationship between transformational leadership and technology integration. Based on a survey of 2247 upper secondary education teachers in Switzerland, multilevel correlation and structural equation modeling analysis indicated that transformational leadership had a significant and positive impact on the digital school infrastructure, teachers' positive beliefs about digital technology, their technical skills, and their skills in teaching with digital technologies. In turn, all of these factors, except the digital school infrastructure, significantly and positively predicted higher levels of technology integration. These findings position principals' transformational leadership approaches as crucial in supporting teachers as key players in technology integration in the classroom. • Transformational leadership supports teachers to integrate technology in class. • Enablers of the "will, skill, tool, pedagogy" model are significant mediators. • Teachers′ beliefs and skills promote technology integration. • Tool-related factors are of marginal importance for technology integration. [ABSTRACT FROM AUTHOR]

Previous research investigating the use of technology in school has focused mainly on the frequency of use of digital tools during lessons rather than investigating how technology is integrated with respect to different kinds of learning activities. Since the impact of technology use on learning depends on how it is used and on what activities supported by technology are implemented in lessons, a measurement instrument assessing how technology is integrated into learning activities is necessary to investigate its impact on teaching and learning processes. According to the interactive, constructive, active, and passive (ICAP) framework, which distinguishes four different learning activities based on the level of students' cognitive engagement, we developed the 12-item ICAP Technology Scale (ICAP-TS) that accounts for all four dimensions of technology integration in lessons. We used confirmatory factor analysis to validate the four-factor structure of the ICAP-TS with a sample of 1059 upper-secondary school teachers from Switzerland. We also examined reliability using classical test theory and Rasch model analysis to assess the scale's psychometric characteristics. We then analyzed the associations between the ICAP-TS and a general use frequency measure of 12 educational technologies to test the criterion validity. The results confirmed the four-factor structure of the ICAP-TS and revealed good instrument accuracy. The most difficult items to endorse are those describing the integration of technology into interactive learning activities. Furthermore, all 12 items significantly correlated with the frequency of use of 12 educational technologies. We recommend the ICAP-TS as a short and reliable measurement scale for assessing how technology is integrated into lessons, considering different learning activities based on the ICAP theoretical model. • A scale to assess how technology is integrated into learning activities is needed. • We developed the ICAP-TS to assess technology integration in learning activities. • The ICAP-TS differentiates four learning activities supported by technology use. • The four-factor 12-item ICAP-TS showed satisfactory validity and reliability. • The ICAP-TS can be used to investigate the effects of technology use on learning. [ABSTRACT FROM AUTHOR]