Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/272490 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 15863
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about ICT in education. The causal impact of the tool is evaluated through a randomized encouragement design, involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (-0.14 standard deviations) and their beliefs about ICT in education (-0.35 s.d.), while there is no impact on their probability of taking specific training. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.
Schlagwörter: 
ICT
technology-enhanced teaching
self-assessed competencies
experimental design
teaching practices
JEL: 
I21
C93
Dokumentart: 
Working Paper

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