Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.

Ida K.R Hatlevik,Ove E Hatlevik

doi:10.3389/fpsyg.2018.00935

Abstract

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers’ working days. However, among today’s teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers’ ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers’ self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers’ self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

Highlights

In little more than a generation, Information and communication technology (ICT) has become a ubiquitous element of modern life
We focus on how general ICT self-efficacy and contextual factors like collegial collaboration regarding the use of ICT in teaching, and the lack of facilitation for using ICT in teaching by the school management, are associated with ICT self-efficacy for instructional purposes
The levels of skewness and kurtosis were acceptable for the items used to measure the use of ICT in teaching, collegial collaboration, lack of facilitation and general ICT self-efficacy

Summary

Introduction

In little more than a generation, ICT has become a ubiquitous element of modern life. As schools prepare students to live in a technology-infused society and technology-driven workplaces, we must have teachers who are well prepared to support students’ learning through the use of technology Many of those teaching today came of age during a transitional time and have varying degrees of capacity and comfort with the array of technological tools at their disposal. Their capacity to enhance the learning of students with technology and to enhance their students’ technological skills depends, in part, on their personal comfort with and use of technological tools in their lives outside of the classroom. In the following two sections, we elaborate on the studies used to formulate the hypotheses tested in this article

Objectives

Methods

Results

Discussion

Conclusion