Hatlevik Ida K R, Hatlevik Ove E
Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
OsloMet - Oslo Metropolitan University, Oslo, Norway.
Front Psychol. 2018 Jun 13;9:935. doi: 10.3389/fpsyg.2018.00935. eCollection 2018.
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.
信息通信技术（ICT）如今已成为现代生活中不可或缺的核心组成部分，其迅速崛起正在改变工作与学习的执行方式和组织形式。数字技术对学校也很重要，因而对教师的工作日也很重要。然而，在当今的教师中，并非每个人都具备使用数字技术进行教学所需的知识。近期研究表明，自我效能感对于教师如何掌握其实践至关重要。本文探讨教师出于教育目的的ICT自我效能感，并考察教师自我效能感的假定前因。对挪威116所学校的1158名教师的数据进行了分析。结果表明，教师在教学实践中使用ICT的自我效能感与他们在教学中使用ICT的情况以及他们的总体ICT自我效能感相关。此外，结果显示教师之间的合作与他们在教学实践中使用ICT呈正相关。对这些发现的一种解释是，总体ICT自我效能感对于培养出于教育目的的ICT自我效能感以及能够在教育中使用ICT是必要的。然而，需要进一步研究来仔细审查这些概念之间的关系。
