Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice
dc.contributor.author | Hatlevik, Ida Katrine R | |
dc.contributor.author | Hatlevik, Ove Edvard | |
dc.date.accessioned | 2019-01-21T14:40:12Z | |
dc.date.accessioned | 2019-02-25T08:39:51Z | |
dc.date.available | 2019-01-21T14:40:12Z | |
dc.date.available | 2019-02-25T08:39:51Z | |
dc.date.issued | 2018-06-13 | |
dc.identifier.citation | Hatlevik IK, Hatlevik OE. Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology. 2018;9(935):1-8 | en |
dc.identifier.issn | 1664-1078 | |
dc.identifier.issn | 1664-1078 | |
dc.identifier.uri | https://hdl.handle.net/10642/6667 | |
dc.description.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. | en |
dc.language.iso | en | en |
dc.publisher | Frontiers Media | en |
dc.relation.ispartofseries | Frontiers in Psychology;June 2018 | Volume 9 | Article 935 | |
dc.rights | Copyright © 2018 Hatlevik and Hatlevik. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | en |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject | Teachers | en |
dc.subject | ICT self-efficacies | en |
dc.subject | Educational purposes | en |
dc.subject | Collegial collaborations | en |
dc.subject | ICT uses | en |
dc.subject | Facilitation lacks | en |
dc.title | Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-01-21T14:40:12Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.3389/fpsyg.2018.00935 | |
dc.identifier.cristin | 1597583 | |
dc.source.journal | Frontiers in Psychology |
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LUI - Institutt for grunnskole- og faglærerutdanning [530]
LUI - Department of Primary and Secondary Teacher Education
Med mindre annet er angitt, så er denne innførselen lisensiert som Copyright © 2018 Hatlevik and Hatlevik. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.