Since the integration of ICT in school has been discussed, teachers’ beliefs and attitudes towards the potentials of ICT in teaching and learning have been regarded as central conditions for a successful implementation of new technologies (Ertmer, 2005; Eickelmann, 2011). Davis et al. (2013) point to teachers as the keystone species in bringing technologies to schools. In this context, the international IEA-study ICILS 2013 (International Computer and Information Literacy Study, IEA, 2010-2014) has already given some insights into teachers’ beliefs about ICT and showed that the perception of pedagogical advantages of technologies differs between countries (Fraillon et al. 2014). The results show that in most countries – on average – teachers confirm both negative and positive beliefs, such as enabling students to access better sources of information, supporting students’ in developing self-regulation skills or improving students’ academic performance. The presented research elaborates on these findings. The central question of this paper is: Is there a typology of teachers with different attitudes towards ICT’s potentials for learning and how are these typologies distributed across different countries? These questions will be answered by conducting latent class analyses (cf. McCutcheon, 1987) using the statistical software Mplus 7.0 (Muthen & Muthen, 2012). The analysis sample consists of teacher data from three European countries participating in ICILS 2013: The Czech Republic as the top-performing country in ICILS 2013, Germany which has the least frequent use of, and Norway which has implemented a holistic digital curriculum. The percentages of the number of teachers across the five identified types differ between countries. Information on the level of the different European school systems and countries’ policies with regard to the implementation of ICT, such as teacher education, teacher professional development and the implementation of ICT in curricula, are used to interpret differences on the country level.

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