Effects of an Online Self-Assessment Tool on Teachers’ Digital Competencies

Giovanni Abbiati, Davide Azzolini, Anja Balanskat, Katja Engelhart, Daniela Piazzalunga, Enrico Rettore and Patricia Wastiau

No 2023-01, FBK-IRVAPP Working Papers from Research Institute for the Evaluation of Public Policies (IRVAPP), Bruno Kessler Foundation

Abstract: We evaluate the effects of an online self-assessment tool on teachers’ competencies and beliefs about ICT 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) and their beliefs about ICT in education (-0.35 s.d.), while there is no impact on their probability of taking specific training. 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.

Keywords: ICT; technology-enhanced teaching; self-assessed competencies; experimental design; teaching practices (search for similar items in EconPapers)
JEL-codes: C93 I21 (search for similar items in EconPapers)
Date: 2023-01
New Economics Papers: this item is included in nep-edu, nep-eur, nep-exp and nep-ict
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Working Paper: Effects of an Online Self-Assessment Tool on Teachers' Digital Competencies (2023)
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