Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior
| Autor: | Ayesha Sadaf, Barbara L. Johnson |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
05 social sciences
Professional development Theory of planned behavior 050301 education Student engagement Academic standards 050105 experimental psychology Computer Science Applications Education Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Technology integration Mathematics education Normative 0501 psychology and cognitive sciences Psychology 0503 education Curriculum Digital literacy |
| Zdroj: | Journal of Digital Learning in Teacher Education. 33:129-137 |
| ISSN: | 2332-7383 2153-2974 |
| DOI: | 10.1080/21532974.2017.1347534 |
| Popis: | This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs (attitude toward outcomes of a behavior) about the value of digital literacy for developing students' 21st-century skills, increasing student engagement, and preparation for future careers; normative beliefs (social support) about meeting the expectations of administrators, parents, colleagues, and students; and control beliefs (perceived behavioral control) about ease of integrating digital literacy due to access to technology, professional development, and curriculum resources. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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