Unpacking teachers’ cognitive engagement strategies with technology by employing the ICAP-TS

Abstract

Our study examines secondary school teachers’ use of digital technology in classrooms through the Interactive, Constructive, Active, and Passive framework, focusing on how gender, age, and experience influence teachers’ intended cognitive engagement. Data from 1483 teachers completing the Interactive, Constructive, Active, and Passive Technology Scale were analysed using item response theory and differential item functioning. Results confirm the interrelatedness and partial hierarchy of Interactive, Constructive, Active, and Passive variables. Gender affects specific Interactive, Constructive, Active, and Passive expressions and moderates variable relationships, with male teachers scoring higher on Passive, Active, and Interactive engagement. Age and experience show minor effects. The findings highlight the need for differentiated professional development to address gender-specific patterns in cognitive engagement strategies.