Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database

Abstract

As classrooms have become increasingly digitized, information and communication technology (ICT) has been frequently used by teachers. On that basis, whether teachers’ ICT use could provide students with more and sustainable opportunities to learn (OTL) has aroused more attention in the relevant research field. However, there has been scarce evidence for teacher-related factors that elucidate the correlation between the ICT use of teachers and providing OTL in secondary education. Given this inefficiency of evidence, this study aimed to investigate the above correlation and explore the mediation effects of teachers’ self-efficacy and teachers’ flexible strategy use to solve individualized challenges (i.e., adaptive instruction). The data of 10,796 teachers in 389 secondary schools were analyzed using R based on a multilevel mediation model. As indicated by the results of this study, teachers achieved higher self-efficacy and adaptive instruction levels when ICT was used more frequently in reading classrooms, which would further enhance the provision of OTL for students. In addition, experienced teachers were better at facilitating adaptive instruction and self-efficacy using ICT. The above results could lay a solid foundation for future empirical studies to incorporate ICT in reading course design. Furthermore, it is imperative to carry out teacher training programs to improve teachers’ beliefs and practices in providing OTL for better sustainable education in ICT education contexts.