Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Sadaf, Ayesha; Johnson, Barbara L.
• Is Part Of: Journal of digital learning in teacher education. Volume 33:Issue 4(2017)
• Page Start: 129
• Page End: 137
• Publication Date: 2017-10-02
• Subjects: Teachers -- Training of -- United States -- Data processing -- Periodicals; Educational technology -- Periodicals; Educational technology; Teachers -- Training of -- Data processing; United States; Periodicals; 371.3305
• DOI: 10.1080/21532974.2017.1347534
• Languages: English
• ISSNs: 2153-2974

Abstract

Abstract: This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs (attitude toward outcomes of a behavior) about the value of digital literacy for developing students' 21st-century skills, increasing student engagement, and preparation for future careers; normative beliefs (social support) about meeting the expectations of administrators, parents, colleagues, and students; and control beliefs (perceived behavioral control) about ease of integrating digital literacy due to access to technology, professional development, and curriculum resources.