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

Abstract

Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of ICT infrastructure, teachers are more often reluctant rather than willing to use ICT. This article reviews existing literature to 1) select a theoretical model that is suited to explain this, and 2) uncover important variables at various levels, including the individual and school organisation that should be included in the model. As a result, it adopts Fishbein's Integrative Model of Behaviour Prediction (IMBP). This model forces the explicit consideration of dispositional variables including attitude, self-efficacy and subjective norm that are the direct and indirect antecedents of intentional ICT usage and real ICT use. Rather than concentrating on general ICT usage, IMBP is concerned with the use of specific ICT tools, such as digital learning materials. The authors believe that IMBP as a diagnostic tool will shed more light upon the issues surrounding teachers' ICT usage.

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-graduate Teacher Education Programs in the Netherlands

“…Self-efficacy is the perceived capability in specific challenging or facilitating circumstances. Based on a review of research into technology use of teachers, Kreijns et al (2013) concluded that IMPB provided a parsimonious model to explain factors that influence technology use of teachers. They also suggested that the model should be tested in the domain of technology use as part of teachers' pedagogy, using specific indicators of the technology that is used.…”

“…Kreijns and colleagues (Kreijns, Vermeulen, Kirschner, Van Buuren, & Van Acker, 2013) proposed to apply the Integrative Model of Behavior Prediction (IMBP; Fishbein & Azjen, 2010) to explain teachers' willingness to use technology in their pedagogy. IMBP, grounded on the Theory of Reasoned Action (TRA; Fishbein & Ajzen, 1975) and Theory of Planned Behavior (TPB; Azjen, 1991), was developed and tested in the domain of Health, but was assumed to identify in any given population the factors that deteremine a given behavior in a parsimonious way.…”

Refining success and dropout in massive open online courses based on the intention–behavior gap

“…Our focus in this study is on the latter level. Even though the RAA was originally developed to explain and predict behavior in the field of health science, it has been widely adopted by numerous other fields to gain insight into intentionbehavior relations (Kreijns, Vermeulen, Kirschner, Buuren, & Acker, 2013). According to Fishbein and Ajzen (2010), intention is determined by three main factors: an individual's attitude towards the behavior, perceived norm (an individual's perceived social pressure to perform or not to perform the intended behavior), and perceived behavioral control (an individual's perception of whether a person is capable or has control over the performance of the intended behavior).…”

Information and Communication Technology Awareness among Teacher Educators

“…In this fast-growing and fast-changing digital era, teaching becomes the most challenging profession all over the world, where knowledge is expanding and exploring quickly and much of it is available to students as well as teachers at their learning environment [1]. To meet the educational needs of the Gen Z society, active learning, critical thinking, problem solving skills, communication skills, information handling skills and self-directed learning are referred as "twenty-first century skills [2]. [3] Researchers observed an orientation towards twenty-first century learning of teachers in some of the European countries, and a growing orientation in some Asian Countries, when comparing data of 1997 with data of 2006.…”