Abstract
This study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to the UMTM readiness for action is driven by feelings of activities and thoughts about the value of consequences of activities, which both can be positive and negative, and which in turn are influenced by aspects of autonomy and competence, by social relatedness, and by subjective norm. The twofold goal of this study was to test the merits of the model in general and for ICT integration in education in particular. A sample of 282 teachers provided answers about different aspects of their motivation to learn about the two types of ICT use. There were some differences between these two types of learning activities, but for both, thoughts about the value of the consequences of the activities were more important than feelings about them. Furthermore, although sense of competence was relatively more important for leaning about learning supportive ICT use than for learning about teaching supportive ICT use, teachers’ sense of autonomy, a variable that is completely ignored in research on ICT integration, was in general far more important for learning about ICT use than sense of competence.
Highlights
The first goal of this study was to investigate the empirical merits of the Unified Model of Task-specific Motivation (UMTM) in the context of primary school teachers’ professional development
Voogt et al (2018, p. 8) identify a strong need for professional development in using information and communication technology (ICT) applications, especially “since most teachers continue to use IT primarily to support content delivery rather than to engage students in creative activities”
This need for professional development prompted us to focus our exploration of the UMTM in the current study on teachers’ willingness to learn about different educational ICT applications
Summary
The first goal of this study was to investigate the empirical merits of the Unified Model of Task-specific Motivation (UMTM) in the context of primary school teachers’ professional development. The UMTM was explored in several studies of teachers’ motivation for professional development (de Brabander and Glastra 2018; de Brabander and Martens 2018), and each occasion offered new perspectives. 8) identify a strong need for professional development in using ICT applications, especially “since most teachers continue to use IT primarily to support content delivery rather than to engage students in creative activities”. This need for professional development prompted us to focus our exploration of the UMTM in the current study on teachers’ willingness to learn about different educational ICT applications
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