Teachers’ Decisions to Use ICT in Classroom Practice: An Investigation Based on Decomposed Theory of Planned Behavior

Kanella Atsoglou and Athanassios Jimoyiannis
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Kanella Atsoglou: University of Peloponnese, Greece
Athanassios Jimoyiannis: University of Peloponnese, Greece

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2012, vol. 3, issue 2, 20-37

Abstract: Presented are reports on a pilot study investigating Greek secondary education teachers’ perceptions and attitudes towards current use of ICT as a learning tool in their classroom practice and the possible factors that influence their decisions to integrate ICT in their instruction. The survey presented has adopted the Decomposed Theory of Planned Behavior (DTPB) with certain modifications a) to assess teachers’ beliefs of the potential of ICT to support classroom learning activities, and b) to better understand teachers’ decisions to adopt ICT as learning tool in classroom practice. A Likert-type scale was constructed to investigate the DTPB variables and other factors related to the use of ICT in the classroom. Results indicated that although teachers were aware of the benefits of ICT to promote students’ learning they do not integrate ICT as a learning tool in their regular, everyday teaching practices. Primary factors determining the use of ICT in classroom practice relate to facilitating conditions in the schools and teachers’ self-efficacy. On the other hand, perceived usefulness of ICT, perceived ease of use, compatibility and normative beliefs seem to have minor impact on teachers’ actual usage of ICT in classroom settings.

Date: 2012
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