Measuring ICT use and contributing conditions in primary schools Ruben Vanderlinde, Koen Aesaert and Johan van Braak RubenVanderlinde is a Tenure Track Professor at the Department of Educational Studies, Ghent University, Belgium. His research interests are in the field of educational innovation, teacher training and professionalisation, and the integration of Information and Communication Technologies (ICT) in education. Koen Aesaert is a Teaching and Research Assistant at the Department of Educational Studies, Ghent University in Ghent, Belgium. His research interests concern the assessment of 21st century skills and ICT competences. Johan van Braak is Professor at the Department of Educational Studies, Ghent University, Belgium. He coordinates the research group “Innovation in Compulsory Education.” Address for correspondence: Mr Ruben Vanderlinde, Ghent University, Department of Educational Studies, Henri Dunantlaan 2, Ghent B9000, Belgium. Email: ruben.vanderlinde@ugent.be Abstract Information and communication technology (ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contrib- uting conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teaching and learning. Introduction Nowadays, it is widely accepted that information and communication technology (ICT) plays a central and significant role in the educational, economic and social changes that characterize the current knowledge society (Kozma, 2008). The so-called 21st century skills including communi- cation, creativity and ICT use gain importance in educational curricula (Voogt & Pareja Roblin, 2012). In order to cope with these changes, pupils must master different skills and attitudes; teachers and schools are making use of ICT in their practices to improve pupils’ and students’ “twenty-first century skills” (Anderson, 2008). ICT integration for teaching and learning has thus become a major task for primary schools all around the world (Vanderlinde, van Braak & Hermans, 2009). In parallel, research on ICT integration has become an important research topic in the broad research field of educational technology. Research on ICT integration in education is a diverse domain characterized by different goals, questions, assumptions, research designs and methods of data collection and analysis (Evers, Sinnaeve, Clarebout, van Braak & Elen, 2009; Marshall & Cox, 2008). Roughly, the ICT integration research community can be divided into three streams (Evers et al, 2009): (1) researchers investigating the effects of ICT on pupils’ and students’ performance and learning, (2) researchers investigating the qualitative use of ICT in educational settings and (3) researchers looking for conditions that support the use of ICT for teaching and learning. This challenge refers to barriers and strategies (Hew & Brush, 2007) influencing ICT integration. Underlying these three streams is a (4) fourth research challenge (Vanderlinde, Aesaert & van Braak, 2014) for ICT integration researchers to tackle the methodological question British Journal of Educational Technology Vol 46 No 5 2015 1056–1063 doi:10.1111/bjet.12282 © 2015 British Educational Research Association