Factors affecting teachers' level of classroom Internet use and teachers' self -efficacy regarding classroom Internet use

Abstract

This study examined the factors that affect teacher classroom Internet use and teacher self-efficacy with using the Internet. With regards to classroom Internet use, the factors examined were grade taught, years of teaching experience, type of school technical support, Internet-related professional development training, number of Internet-accessible computers in the classroom, student socioeconomic status, and teacher Internet self-efficacy. For teacher Internet self-efficacy, the factors examined were years of teaching experience, type of school technical support, and Internet-related professional development training. This study surveyed 419 public school teachers, across grades K-12, using stepwise multiple regression to analyze the factors and their relationships with classroom Internet use and teacher Internet self-efficacy.

An Examination of Moroccan EFL Teachers' Use of Digital Tools in the Classroom: The Case of Teachers and School Related Factors

“…According to many studies, computer self-efficacy was influenced by many factors. (Watson, 2006). The duration of teaching experience, technical support provided by the school, and professional development were factors that influenced computer selfefficacy, according to Watson.…”