The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills

Cabellos, Beatriz; Siddiq, Fazilat; Scherer, Ronny

doi:10.1016/j.chb.2023.107994

Cited by 15 publications

(5 citation statements)

References 60 publications

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“…The results of this study support the findings of Cabellos et al (2024) that facilitating condition has a significant positive effect on teachers' integration of digital technology. However, Teo (2010) found that facilitating conditions did not directly affect pre-service teachers' intention to use digital technology.…”

Section: Discussionsupporting

confidence: 88%

“…Numerous studies have explored the effects of facilitating condition on ICT use in teaching, producing contradictory results that justify the need for further research. For example, Cabellos et al (2024) found that improving facilitating condition increases the use of digital resources in teaching, and Teo et al (2012) found that facilitating condition indirectly affects technology acceptance. In another study, Teo (2011) found that facilitating condition directly impacted behavioural intention to use technology.…”

Section: Facilitating Conditionmentioning

confidence: 99%

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Effects of Facilitating Condition, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach

Jere,

Mpeta

2024

IJLTER

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The ongoing failure to raise academic achievement in certain science subjects across rural areas of South Africa necessitates the consideration of technology-enhanced instructional approaches, as such strategies can augment learners’ understanding. Therefore, this study aimed to investigate the integration of digital technologies in teaching sciences in a rural district of South Africa. The study was guided by the unified theory of acceptance and use of technology as the theoretical framework. A cross-sectional survey was used to collect quantitative data. The research instrument was a questionnaire related to science teachers’ integration of digital technology. The sample size was 158 participants, who were selected using convenience sampling. Data were analysed using descriptive statistics and stepwise multiple linear regression. The study found that science teachers’ integration of digital technology was moderate. Stepwise multiple linear regression revealed that facilitating condition (? = 0.446, t = 6.088, p < .05) was the most important predictor of teachers’ integration of digital technology, followed by self-efficacy (? = 0.295, t = 4.857, p < .05) and social influence (? = 0.160, t = 2.213, p < .05). The study offers insights to policymakers and educators on improving the integration of digital technology in science education. Suggestions for accelerating the integration of digital technology in economically disadvantaged rural communities are presented. The implications of the study are that improving facilitating conditions, self-efficacy, and social influence can enhance science teachers’ integration of digital technology. Future research is required to determine changes over time in the teachers’ integration of digital technology through longitudinal studies.

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Section: Discussionsupporting

confidence: 88%

Section: Facilitating Conditionmentioning

confidence: 99%

Effects of Facilitating Condition, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach

Jere,

Mpeta

2024

IJLTER

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“…The findings of previous studies have established that pre-service teachers' professional competence is associated with their attitudes toward ICT integration. This is evident in Bariu and Chun (2022), Cabellos et al (2024), and Rastogi and Malhotra (2013), who showed that those who use technology regularly have positive attitudes because they can regularly search for teaching materials on the Internet. On the contrary, those with negative attitudes might be subjective to their previous use and access to technology.…”

Section: Theme 2: Pre-service Teachers' Attitudesmentioning

confidence: 96%

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

Thaanyane,

Jita

2024

IJLTER

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Information and communication technology (ICT) is a concern in educational settings in developing and developed countries. Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in training pre-service teachers to develop these skills for their classroom instruction in the future. However, studies on the integration of ICT in business education are lacking. The purpose of this study was to examine pre-service teachers’ professional competence in integrating ICT into business education during teaching practice, in Lesotho. A systematic literature review examined pre-service teachers’ professional competence in integrating ICT into business education. Hence, an integrative method of analysis was used to extract the influencing factors on the competence of pre-service teachers in integrating ICT in the teaching of business education. The findings revealed that pre-service teachers’ ICT professional competence is influenced by self-efficacy, which relates to the beliefs they hold about their capabilities to integrate ICT into business education. Furthermore, the findings revealed that professional competence is influenced by attitudes toward using ICT, inadequate training, and institutional infrastructure. Teacher education institutions should improve their training programmes to adequately meet the needs of pre-service teachers and develop policies regarding the integration of ICT in their curriculum. If teacher education does not address these issues, pre-service teachers will continue struggling with the integration of ICT in their teaching. Therefore, teacher education should refine its curriculum and support the integration of ICT into business education.

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“…In addition, individual digital skills facilitate varied and beneficial internet use, which in turn relates to more favorable attitudes towards such technologies (Hargittai & Micheli, 2019). Recent research has shown that attitudes are indeed related to digital practices and skills (Blažič & Blažič, 2020;Cabellos et al, 2024;Ma et al, 2017).…”

Section: Associations With Digital Skillsmentioning

confidence: 99%

A Longitudinal Perspective on Digital Skills for Everyday Life: Measurement and Empirical Evidence

Kappeler

2024

MaC

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Our everyday lives are increasingly digital: We meet with friends, search for information, watch films, and buy goods online. This generates data that is automatically collected and analyzed. The ability to deal with the resulting algorithmically selected and personalized content is essential to benefit from digital technologies, and for this, digital skills are crucial. Studies focusing on digital skills, their antecedents, and consequences have mostly relied on self-reported, one-time measurements. A deeper understanding of the measures of digital skills and the role such digital skills play in everyday life and over time is needed. To address these gaps, this article compares self-reported measures of digital skills and knowledge of datafication and algorithmization in everyday internet use and maps the evolution of their relevance for digital everyday life. To do so, this articles analyzes data from multiple cross-sectional surveys conducted from 2011 to 2023 with representative samples of Swiss internet users. First, the findings indicate that self-reported skills reflect internet users’ knowledge of algorithmization and datafication in everyday internet use. This renders the measure a decent tool for empirical studies. Second, the findings show that digital skills are associated with socioeconomic background, cyber-optimistic attitudes, usage time, use of social media, health trackers, voice assistants, ChatGPT, and feeling included in the information society. These relationships varied over time. This article provides longitudinal empirical evidence on the relevance of digital skills in a highly digitized country. The findings highlight that promoting digital skills can contribute to fostering more inclusive digital societies.

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The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills

Cited by 15 publications

References 60 publications

Effects of Facilitating Condition, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach

Effects of Facilitating Condition, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

A Longitudinal Perspective on Digital Skills for Everyday Life: Measurement and Empirical Evidence

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