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Data from the PISA 2018 teacher questionnaire were employed to analyze the teachers\u2019 digital tool behaviors in ICT (Information and Communications Technology) strong countries: Germany, Korea, and USA. The LCA suggested three subgroups of teachers, with similar percentages in each country: \u2018minimal users\u2019 (Class 1: 22\u201333%); \u2018moderate users\u2019 (Class 2: 46\u201360%); and \u2018versatile users\u2019 (Class 3; 17\u201321%). Cross-national similarities were also found in the profile patterns of \u2018minimal users\u2019 and the variables predicting the subgroup membership. The single most important factor of digital tool use across the three countries was teacher training in ICT, either during pre-service training or through in-service professional development programs. Notable cross-national differences were found, however, in the profiles of \u2018moderate\u2019 users and their use of specific types of digital tools. Discussion concludes with practical suggestions to enhance teacher use of digital tools.<\/jats:p>","DOI":"10.1007\/s10639-023-12305-3","type":"journal-article","created":{"date-parts":[[2023,12,7]],"date-time":"2023-12-07T15:02:22Z","timestamp":1701961342000},"page":"12229-12261","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Latent class profiles of teacher use of digital tools in PISA 2018 data"],"prefix":"10.1007","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5896-0686","authenticated-orcid":false,"given":"Jihyun","family":"Lee","sequence":"first","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,12,7]]},"reference":[{"key":"12305_CR1","first-page":"277","volume":"44","author":"H Akaike","year":"1983","unstructured":"Akaike, H. (1983). Information measures and model selection. 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