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IFS-Logo and black lettering of the Center for Research on Education and School Development
Department of Educational Sciences and Psychology
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International activities at the IFS

The connection to the international scientific community is of great strategic importance for the IFS.  Thus, the IFS is anchored in top national and international research. Furthermore, scientists regularly publish their research results in English-language journals or present them at international conferences. In addition, the institute regularly hosts visiting scholars; on the one hand, staff members spend research stays abroad, and on the other hand, guest lecturers from abroad come to the institute for research stays, project exchanges or guest lectures. Finally, the area of teaching at the institute is also characterized by its international orientation, as there are, for example, teaching concepts for the implementation of intercultural education in teacher training.

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Contribution at ECER Plus 2022: Linking school ICT equipment and teacher ICT self-efficacy to teaching organization and achievement evaluation in German schools during the pandemic

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Dunkelblauer Schriftzug ECER 2022 Yerevan and ECER Plus vor einem Stadtfoto © EERA

Sittipan Yotyodying – in collaboration with Ramona Lorenz – presented at ECER Plus 2022, the digital offer of this year's ECER 2022, on the conference topic “Education in a changing world: The impact of global realities on the prospects and experiences of educational research”. As a consequence of the global spread of COVID-19, the traditional method of on-site teaching and learning has shifted to more hybrid approaches. Thus, ensuring the quality of ICT use in teaching and learning in school has become even more important. The aim of this study was to examine which school- and teacher-related factors were associated with the quality of ICT use in teaching during the pandemic. It focused on two quality features: organization of teaching and achievement evaluation. Analyzing representative teacher data (N = 1,512), the results revealed that teacher ICT self-efficacy and school type were significantly associated with both quality features of ICT use. ICT equipment at school was only significantly associated with organization of teaching. Teacher gender was only significantly associated with achievement evaluation. The presentation took place on Friday, 02.09.2022 at 11 am (CET).

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