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首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >Teachers' Decisions to Use ICT in Classroom Practice:An Investigation Based on Decomposed Theory of Planned Behavior
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Teachers' Decisions to Use ICT in Classroom Practice:An Investigation Based on Decomposed Theory of Planned Behavior

机译：教师在课堂实践中使用信息通信技术的决策：基于计划行为分解理论的调查

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摘要

Presented are reports on a pilot study investigating Greek secondary education teachers 'perceptions and attitudes towards current use of ICT as a learning tool in their classroom practice and the possible factors that influence their decisions to integrate ICT in their instruction. The survey presented has adopted the Decomposed Theory of Planned Behavior (DTPB) with certain modifications a) to assess teachers 'beliefs of the potential of ICT to support classroom learning activities, and b) to better understand teachers 'decisions to adopt ICT as learning tool in classroom practice. A Likert-type scale was constructed to investigate the DTPB variables and other factors related to the use of ICT in the classroom. Results indicated that although teachers were aware of the benefits of ICT to promote students 'learning they do not integrate ICT as a learning tool in their regular, everyday teaching practices. Primary factors determining the use of ICT in classroom practice relate to facilitating conditions in the schools and teachers 'self-efficacy. On the other hand, perceived usefulness of ICT, perceived ease of use, compatibility and normative beliefs seem to have minor impact on teachers 'actual usage of ICT in classroom settings.
机译：呈现的是一项试验研究的报告，该研究调查了希腊中学教育教师对当前将ICT用作课堂实践中的学习工具的看法和态度，以及可能影响其将ICT纳入其教学决定的因素。提出的调查采用了计划性行为分解理论（DTPB），并作了以下修改：a）评估教师对ICT支持课堂学习活动的潜力的信念； b）更好地了解教师将ICT用作学习工具的决策在课堂练习中。构建了李克特型量表，以调查DTPB变量和其他与在教室中使用ICT相关的因素。结果表明，尽管教师意识到信息通信技术对促进学生学习的好处，但他们并未将信息通信技术作为一种学习工具纳入其日常的日常教学实践中。决定在课堂实践中使用ICT的主要因素与学校条件和教师的自我效能感有关。另一方面，感觉到的信息通信技术的实用性，感觉的易用性，兼容性和规范性信念似乎对教师在教室中实际使用信息通信技术的影响很小。

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