Technology integration quality and engagement
Among Swiss upper-secondary students, validated TIQS dimensions—especially support for learning and classroom management—were positively related to behavioral engagement, while cognitive activation related to digital competencies.
Source
Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning
What they did
Researchers developed the Technology Integration Quality Scale (TIQS), validated a four-factor structure with EFA/CFA in 2,281 second-year upper-secondary students, then used cluster-robust SEM to relate quality dimensions and technology-use frequency to behavioral engagement and self-assessed digital competencies.
What they found
Four factors fit well. Support for learning and classroom management positively predicted behavioral engagement; cognitive activation positively predicted digital competencies; technology-use frequency had smaller positive links. Individualized teaching unexpectedly related negatively to engagement in the reported models.
The limits
What it doesn't show
Cross-sectional student perceptions cannot prove that changing integration quality causes engagement gains, and unexpected negative paths need cautious interpretation.
Key terms
- TIQS
- Technology Integration Quality Scale measuring student perceptions of tech use for teaching-quality dimensions.
- Support for learning
- Technology used to support students’ learning experiences and relatedness/competence needs.
- Cognitive activation
- Instruction that prompts higher-order thinking and knowledge construction.
- Behavioral engagement
- Students’ active participation/effort in learning activities.
- Digital competencies for learning
- Students’ self-assessed skills for using digital tools to learn.
- Classroom management
- Using digital tools to structure and manage lessons effectively.
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Quiz yourself
What does TIQS primarily measure?
Common questions
Who was surveyed?
2,281 second-year upper-secondary students in Switzerland.
What does TIQS measure?
Student perceptions of technology use supporting learning support, classroom management, individualized teaching, and cognitive activation.
What predicted behavioral engagement?
Support for learning and classroom management (plus a smaller frequency effect).
What predicted digital competencies?
Cognitive activation and, more weakly, frequency of technology use.
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