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

Hatlevik, Ida K R ; Hatlevik, Ove E

Frontiers in psychology, 2018-06, Vol.9, p.935-935 [Periódico revisado por pares]

Switzerland: Frontiers Research Foundation

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  • Título:
    Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice
  • Autor: Hatlevik, Ida K R ; Hatlevik, Ove E
  • Assuntos: collegial collaboration ; Educational aspects ; ICT self-efficacy ; ICT self-efficacy for educational purposes ; Information technology ; lack of facilitation ; Practice ; Psychology ; Teachers ; use of ICT
  • É parte de: Frontiers in psychology, 2018-06, Vol.9, p.935-935
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
    content type line 23
    Edited by: Dina Di Giacomo, University of L’Aquila, Italy
    This article was submitted to Human-Media Interaction, a section of the journal Frontiers in Psychology
    Reviewed by: Barbara Caci, Università degli Studi di Palermo, Italy; Anna Pribilova, Slovak University of Technology in Bratislava, Slovakia
  • Descrição: 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.
  • Editor: Switzerland: Frontiers Research Foundation
  • Idioma: Inglês;Norueguês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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