Examining Technology Integration in Upper Secondary Schools: A Comparative Analysis Across School Programs and Subjects.

This study contributes to the comprehensive understanding of technology integration quality
within Swiss upper secondary schools by comparing different technology-enhanced 
learning activities across school programs and subject areas. We investigated differences 
between vocational and general programs, as well as between humanities and scientific 
subjects, regarding four different types of learning activities (as defined by the interactive
constructive active passive framework) enhanced by technology. Results based on a 
survey of 1725 teachers revealed that teachers in vocational programs reported a higher 
frequency of technology-enhanced learning activity implementation in comparison to 
teachers in general education programs. Employing multilevel analyses, we found that less 
sophisticated learning activities (i.e., passive and active) were more prevalent in scientific 
subjects than in humanities, whereas constructive and interactive activities were more 
frequently proposed by teachers teaching humanities. This subject-related difference was 
significantly more pronounced among teachers in general education programs. Our study 
highlights the importance of considering the quality of technology integration, revealing
differences across passive, active, constructive, and interactive technology-enhanced 
learning activities. The findings are interpreted with consideration for the specificities of 
school curricula and subject content. This study represents an ongoing progression in the 
exploration of technology integration quality in educational practices and calls for further 
research in this area.