HIGHLIGHTS
SUMMARY
The second-order barriers are the skills, attitudes, and knowledge related to ICT classroom integration of those involved in this digital transformation (Hämäläinen et_al, 2021; Makki et_al, 2018). Many studies have investigated the factors related to teachers` use of ICT in classroom practice (e_g, Afshari et_al, 2009; Mumtaz, 2006; Spiteri and amp; Chang Rundgren, 2020) and even in educational systems with an ample ICT infrastructure (GilFlores et_al, 2017). The Four in Balance model considers the factors for successful ICT implementation in education, approached through technology-driven or education-driven innovation (in . . .
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