ISSN 2411-9563 (Print) ISSN 2312-8429 (Online) European Journal of Social Sciences Education and Research Sep. Dec. 2017 Vol.11 Nr. 2 145 Predictors of ICT Use in Teaching in Different Educational Domains Barbara Rončević Zubković Rosanda Pahljina-Reinić Svjetlana Kolić-Vehovec Faculty of Humanities and Social Sciences, Department of Psychology, University of Rijeka, Croatia Abstract This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains. Keywords: ICT in education, teachers, attitudes towards ICT, self-efficacy, barriers for ICT use Introduction 1 ICT in education The development of Information and communication technologies (ICT) over the last 30 years has been tremendous. This progress brought notable transformations in many domains of our lives, both private and professional. Consequently, it has also become increasingly important in educational systems worldwide. Balanskat, Blamire, and Kefala (2007, p.11), argued ten years ago that “the use of ICT in education and training has been a key priority in most European countries during the last decade, but progress has been uneven”. Similar conclusions can be brought from a more recent review (Wastiau, Blamire, Kearney, Quittre, Van de Gaer, & Monseur, 2013). In order to effectively integrate ICT into their teaching practices teachers should adopt a new definition of effective teaching that, according to Ertmer and Ottenbreit-Leftwich (2010), should incorporate the notion of using technology for improvement of teaching and learning practices. However, studies have shown that teachers are changing teaching practices with ICT slowly and reluctantly (Baggott La Velle, McFarlane, & Brawn, 2003; Orlando, 2014). That is not surprising given that integration of ICT in teaching and learning is a complex process that can be challenged by various obstacles. 1 Aknowledgement: This study has been conducted as a part of the project: “e-Schools: Establishing a System for Developing Digitally Mature Schools (pilot project)”, coordinated by Croatian Academic and Research Network - CARNet