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Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs

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Title: Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs
Language: English
Authors: Giovanni Abbiati (ORCID 0000-0002-0236-8787), Davide Azzolini (ORCID 0000-0001-9212-3419), Daniela Piazzalunga (ORCID 0000-0002-4765-4971), Anja Balanskat, Katja Engelhardt, Enrico Rettore (ORCID 0000-0002-1322-106X), Patricia Wastiau
Source: Educational Evaluation and Policy Analysis. 2026 48(1):112-137.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Self Evaluation (Individuals), Teacher Competencies, Teacher Attitudes, Beliefs, Computer Attitudes, Information Technology, Computer Assisted Instruction, Secondary School Teachers, Foreign Countries, Teaching Methods, Evaluation Methods
Geographic Terms: Cyprus, Czech Republic, Estonia, Finland, Greece, Italy, Lithuania, Portugal, Slovenia, Spain
DOI: 10.3102/01623737241310449
ISSN: 0162-3737
1935-1062
Abstract: We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about information and communication technologies (ICTs) 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 [SD]) and their beliefs about the use of ICT in education (-0.35 SD), while no impact on teachers' ICT training is found. 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496488
Database: ERIC
FullText Text:
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  Data: Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Giovanni+Abbiati%22">Giovanni Abbiati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0236-8787">0000-0002-0236-8787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Davide+Azzolini%22">Davide Azzolini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9212-3419">0000-0001-9212-3419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniela+Piazzalunga%22">Daniela Piazzalunga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4765-4971">0000-0002-4765-4971</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anja+Balanskat%22">Anja Balanskat</searchLink><br /><searchLink fieldCode="AR" term="%22Katja+Engelhardt%22">Katja Engelhardt</searchLink><br /><searchLink fieldCode="AR" term="%22Enrico+Rettore%22">Enrico Rettore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1322-106X">0000-0002-1322-106X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patricia+Wastiau%22">Patricia Wastiau</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(1):112-137.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 26
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink><br /><searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink><br /><searchLink fieldCode="DE" term="%22Estonia%22">Estonia</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink><br /><searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink><br /><searchLink fieldCode="DE" term="%22Lithuania%22">Lithuania</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Slovenia%22">Slovenia</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.3102/01623737241310449
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  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about information and communication technologies (ICTs) 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 [SD]) and their beliefs about the use of ICT in education (-0.35 SD), while no impact on teachers' ICT training is found. 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.
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  Data: 2026
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  Data: EJ1496488
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        Value: 10.3102/01623737241310449
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      – Text: English
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      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Computer Attitudes
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      – SubjectFull: Information Technology
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Cyprus
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      – SubjectFull: Spain
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