Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure

Authors

DOI:

https://doi.org/10.23947/2334-8496-2024-12-2-407-417

Keywords:

Information and Communication Technologies (ICT), teachers’ ICT self-efficacy, ICT infrastructure, ICT integration, teachers

Abstract

 Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.

Downloads

Download data is not yet available.

References

Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125. https://doi.org/10.1016/j.compedu.2016.05.002 DOI: https://doi.org/10.1016/j.compedu.2016.05.002

Almerich, G., Suárez, J., Belloch, C., Gastaldo, I., Orellana, N., Bo, R., & Diaz, I. (2005). Digital divide in ICT competences in primary and secondary education: a complex relation with other key dimensions. Recent Research Developments in Learning Technologies, 1, 81-85.

Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of educational computing research, 37(2), 151-172. https://doi.org/10.2190/H1M8-562W-18J1-634P DOI: https://doi.org/10.2190/H1M8-562W-18J1-634P

Auma, O. M., & Achieng, J. (2020). Perception of teachers on effectiveness of online learning in the wake of COVID-19 pandemic. Journal of Humanites and Social Sciences, 25(6), 19-28. DOI: 10.9790/0837-2506111928

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159. https://doi.org/10.1016/j.compedu.2021.104159 DOI: https://doi.org/10.1016/j.compedu.2021.104159

Bandura, A. (1997). Self-efficacy: The exercise of control. WH Freeman. New York.

Baturay, M., Gökçearslan, Ş, & Ke, F. (2017). The relationship among pre-service teachers’ computer competence, attitudes towards computer-assisted education and intention of technology acceptance. International Journal of Technology Enhanced Learning, 9(1), 1–13. DOI: https://doi.org/10.1504/IJTEL.2017.084084

Becta, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. London, UK, BECTA.

Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13. https://doi.org/10.1016/j.compedu.2016.11.003 DOI: https://doi.org/10.1016/j.compedu.2016.11.003

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001 DOI: https://doi.org/10.1016/j.jsp.2006.09.001

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1. The digital competence framework for citizens with eight profciency levels and examples of use. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/38842

Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005 DOI: https://doi.org/10.1016/j.compedu.2016.11.005

Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062 DOI: https://doi.org/10.1016/j.tate.2020.103062

Chen, M., Zhou, C., Meng, C., & Wu, D. (2019). How to promote Chinese primary and secondary school teachers to use ICT to develop high-quality teaching activities. Educational Technology Research and Development, 67, 1593-1611. https://doi.org/10.1007/s11423-019-09677-0 DOI: https://doi.org/10.1007/s11423-019-09677-0

Christophersen, K. A., Elstad, E., Turmo, A., & Solhaug, T. (2016). Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement. Scandinavian journal of educational research, 60(2), 240-254. https://doi.org/10.1080/00313831.2015.1024162 DOI: https://doi.org/10.1080/00313831.2015.1024162

Drent, M., & Meelissen, M. (2007). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education,51(1), 187–199. https://doi.org/10.1016/j.compedu.2007.05.001 DOI: https://doi.org/10.1016/j.compedu.2007.05.001

Drossel, K., Eickelmann, B., & Vennemann, M. (2020). Schools overcoming the digital divide: In depth analyses towards organizational resilience in the computer and information literacy domain. Large-Scale Assessments in Education, 8, 1-19. https://doi.org/10.1186/s40536-020-00087-w DOI: https://doi.org/10.1186/s40536-020-00087-w

Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school—The relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22, 551–573. https://doi.org/10.1007/s10639-016-9476-y DOI: https://doi.org/10.1007/s10639-016-9476-y

Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for educational research online, 3(1), 75-103. https://doi.org/10.25656/01:4683

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001 DOI: https://doi.org/10.1016/j.compedu.2012.02.001

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551 DOI: https://doi.org/10.1080/15391523.2010.10782551

European Commission. (2013). Survey of schools: ICT in education. URL: https://ec.europa.eu/digital-agenda/node/51275

Fanni, F., Rega, I., & Cantoni, L. (2013). Using self-efficacy to measure primary school teachers’ perception of ICT: Results from two studies. International journal of education and development using ICT, 9(1), 100-111.

Ferreira, E. (2017). The co-production of gender and ICT: Gender stereotypes in schools. First Monday. https://doi.org/10.5210/fm.v22i10.7062 DOI: https://doi.org/10.5210/fm.v22i10.7062

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). IEA international computer and information literacy Study 2018 assessment framework. Springer Nature. https://doi.org/10.1007/978-3-030-19389-8 DOI: https://doi.org/10.1007/978-3-030-19389-8

Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them?. Applied measurement in education, 29(4), 245-249. https://doi.org/10.1080/08957347.2016.1209207 DOI: https://doi.org/10.1080/08957347.2016.1209207

Gerick, J., Eickelmann, B., & Bos, W. (2017). School-level predictors for the use of ICT in schools and students’ CIL in international comparison. Large-scale Assessments in Education, 5, 1-13. https://doi.org/10.1186/s40536-017-0037-7 DOI: https://doi.org/10.1186/s40536-017-0037-7

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449. https://doi.org/10.1016/j.chb.2016.11.057 DOI: https://doi.org/10.1016/j.chb.2016.11.057

Guillén-Gámez, F. D., Lugones, A., & Mayorga-Fernández, M. J. (2019). ICT use by pre-service foreign languages teachers according to gender, age and motivation. Cogent Education, 6(1), 1574693. https://doi.org/10.1080/2331186X.2019.1574693 DOI: https://doi.org/10.1080/2331186X.2019.1574693

Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT?. Journal of Computer assisted learning, 27(3), 191-203. https://doi.org/10.1111/j.1365-2729.2010.00389.x DOI: https://doi.org/10.1111/j.1365-2729.2010.00389.x

Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672 DOI: https://doi.org/10.1016/j.chb.2020.106672

Hatlevik, I. K., & Hatlevik, O. E. (2018). 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, 9, 364376. https://doi.org/10.3389/fpsyg.2018.00935 DOI: https://doi.org/10.3389/fpsyg.2018.00935

Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501 DOI: https://doi.org/10.1080/00313831.2016.1172501

Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of research on technology in education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576 DOI: https://doi.org/10.1080/15391523.2011.10782576

Institute for the Evaluation of the Quality of Education and Upbringing, (2023). Počelo istraživanje ICILS 2023 [Research ICILS 2023 has begun]. URL: https://ceo.edu.rs/pocelo-istrazivanje-icils-2023/

Kreijns, K., Vermeulen, M., Kirschner, P. A., Buuren, H. V., & Acker, F. V. (2013). Adopting the Integrative Model of Behaviour Prediction to explain teachers’ willingness to use ICT: a perspective for research on teachers’ ICT usage in pedagogical practices. Technology, Pedagogy and Education, 22(1), 55-71. https://doi.org/10.1080/1475939X.2012.754371 DOI: https://doi.org/10.1080/1475939X.2012.754371

Kundu, A., Bej, T., & Dey, K. N. (2021). Investigating effects of self-efficacy and infrastructure on teachers’ ICT use, an extension of UTAUT. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(6), 1-21. https://doi.org/10.4018/IJWLTT.20211101.oa10 DOI: https://doi.org/10.4018/IJWLTT.20211101.oa10

Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. The International Journal of Information and Learning Technology, 37(4), 213-238. https://doi.org/10.1108/IJILT-04-2020-0050 DOI: https://doi.org/10.1108/IJILT-04-2020-0050

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of educational psychology, 105(3), 805. https://doi.org/10.1037/a0032583 DOI: https://doi.org/10.1037/a0032583

Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. https://doi.org/10.1016/j.compedu.2014.01.001 DOI: https://doi.org/10.1016/j.compedu.2014.01.001

Lomos, C., Luyten, J. W., & Tieck, S. (2023). Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?. Large-Scale Assessments in Education, 11(1), 1. https://doi.org/10.1186/s40536-022-00144-6 DOI: https://doi.org/10.1186/s40536-022-00144-6

Mahdi, H. S., & Al-Dera, A. S. A. (2013). The Impact of Teachers’ Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching. English Language Teaching, 6(6), 57-67. https://doi.org/10.5539/elt.v6n6p57 DOI: https://doi.org/10.5539/elt.v6n6p57

Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational psychology review, 29, 795-833. https://doi.org/10.1007/s10648-016-9378-y DOI: https://doi.org/10.1007/s10648-016-9378-y

Ninković, S., Olić Ninković, S., Lazarević, T., & Adamov, J. (2021). Serbian teachers’ perceptions of online assessment during COVID-19 school closure: The role of teachers’ self-efficacy. Educational Studies, 1-13. https://doi.org/10.1080/03055698.2021.1960151 DOI: https://doi.org/10.1080/03055698.2021.1960151

OECD. (2015). Students, computers and learning: Making the connection. PISA, OECD Publishing. DOI: https://doi.org/10.1787/9789264239555-en

Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084-1091. https://doi.org/10.1016/j.compedu.2006.10.006 DOI: https://doi.org/10.1016/j.compedu.2006.10.006

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. https://doi.org/10.1016/S0360-1315(01)00045-8 DOI: https://doi.org/10.1016/S0360-1315(01)00045-8

Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. https://doi.org/10.1016/j.compedu.2011.12.013 DOI: https://doi.org/10.1016/j.compedu.2011.12.013

Pozas, M., & Letzel, V. (2023). “Do you think you have what it takes?”–exploring predictors of pre-service teachers’ prospective ICT use. Technology, Knowledge and Learning, 28(2), 823-841. https://doi.org/10.1007/s10758-021-09551-0 DOI: https://doi.org/10.1007/s10758-021-09551-0

Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the Internet: A study among undergraduates in Unimas. Journal of Educational Technology & Society, 8(4), 205-219. http://www.jstor.org/stable/jeductechsoci.8.4.205

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009 DOI: https://doi.org/10.1016/j.compedu.2018.09.009

Scherer, R., & Siddiq, F. (2015). Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48-57. https://doi.org/10.1016/j.chb.2015.06.038 DOI: https://doi.org/10.1016/j.chb.2015.06.038

Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214. https://doi.org/10.1016/j.compedu.2015.05.005 DOI: https://doi.org/10.1016/j.compedu.2015.05.005

Shiue, Y. M. (2007). Investigating the sources of teachers’ instructional technology use through the decomposed theory of planned behavior. Journal of Educational Computing Research, 36(4), 425-453. https://doi.org/10.2190/A407-22RR-50X6-2830 DOI: https://doi.org/10.2190/A407-22RR-50X6-2830

Senić Ružić, M. (2019). Razvijanje digitalne pismenosti u osnovnoj školi (doktorska disertacija). Univerzitet u Beogradu Filozofski fakultet.

Downloads

Published

2024-08-31

How to Cite

Momčilović, M., & Ninković, S. (2024). Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(2), 407–417. https://doi.org/10.23947/2334-8496-2024-12-2-407-417

Metrics

Plaudit

Received 2024-05-10
Accepted 2024-07-30
Published 2024-08-31