Frontiers in Psychology;June 2018 | Volume 9 | Article 935
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.
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