Who assigns the most ICT activities? Examining the relationship between teacher and student usage

The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICE tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers are more likely to assign such activities. Teacher ICE usage and student ICE assignments are examined using a sample of 3729 elementary and junior high school teachers in Taiwan. The results from correlation and regression analysis indicate that teachers who infrequently use basic ICE tools such as word processing rarely assign student ICT activities. At the other end of spectrum, teachers who create complicated multimedia materials are most likely to assign student multimedia activities. Regression results show that teachers' frequency of building websites is the best predictor for assigning ICE-based sharing activities to students, though the likelihood is greater for junior high school than elementary school teachers. The results suggest that teachers assign students activities which require a variety of ICT tools, and teachers' own ICT practices influence the type of ICT activities they assign to students. (C) 2010 Elsevier Ltd. All rights reserved.