Table 4 Teachers’ perceptions of the usefulness of digital technology in various pedagogical assignments and statistical differences
From: Digital technology and practices for school improvement: innovative digital school model
|  | School A (N = 16) | School B (N = 21) | School C (N = 18) | p value | |||
|---|---|---|---|---|---|---|---|
Mean | SD | Mean | SD | Mean | SD | ||
Large projects | 4.6 | .892 | 5.4 | 1.958 | 5.2 | 1.581 | Â |
Small-scale project work | 4.6 | .730 | 6.0 | 1.203 | 6.1 | .938 | A < B, C, .000 |
Students’ independent work | 4.1 | .998 | 5.3 | 1.354 | 5.1 | 1.349 |  |
Students’ inquiry work | 4.1 | .957 | 5.5 | 1.327 | 5.2 | 1.517 |  |
Students’ fieldwork | 3.4 | .892 | 4.7 | 2.153 | 4.9 | 1.697 |  |
Virtual laboratory work and simulations | 3.3 | 1.014 | 4.6 | 2.224 | 4.6 | 1.688 | Â |
Practicing skills and methods | 4.0 | .966 | 4.9 | 1.513 | 6.0 | 1.138 | A < C, .000 |
Small-scale product | 4.3 | .704 | 5.3 | 1.189 | 6.1 | 1.056 | A < C, .000 |
Discussion on the net | 3.4 | 1.094 | 4.8 | 1.692 | 5.2 | 1.505 | A < C, .005 |
Presenting information and support for illustration | 4.4 | .892 | 5.7 | 1.426 | 6.32 | .907 | A < B,.009 A < C .000 |