“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”

Abstract

This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (digital presenters; N = 896) mainly integrated technology to present content; Profile 2 (digital activators; N = 979) used technology for presentation and allowed students to interact with materials; Profile 3 (digital constructivists; N = 213) emphasized student interaction with technology to generate new knowledge over presenting content. Additionally, we investigated how teachers’ technological pedagogical content knowledge (TPCK) and positive beliefs about technology predict profile membership. The results showed that TPCK and positive beliefs are associated with belonging to a profile. This study outlines distinct technology integration profiles among teachers and highlights the role of TPCK and beliefs in shaping these practices.