Abstract
Teachers’ attitudes towards technology are crucial to foster its use in schools and to improve its educational affordances and this is still a topic for research. This article relates the attitudes school teachers have towards information and communication technologies (ICT) with the different levels of technology integration in schools. A multiple case-study research methodology was applied, and in which the school was the unit of sampling used. Thirty-five schools from eight Spanish regions were selected, and 1222 questionnaires were collected, representing 78.9% of the sample. Three combined variables were utilised to classify schools in four different levels of technology integration. Results suggest level 4 school teachers exhibit better attitudes towards ICT, which results in creating a positive circle which improves the learning process. This becomes relevant for teacher education and professional development, as effective ICT integration in the classroom can perform as a catalyst for educational innovation.