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Examining the Effect of External Factors and Context-Dependent Beliefs of Teachers in the Use of ICT in Teaching: Using an Elaborated Theory of Planned Behavior
ARTICLE

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Journal of Educational Technology Systems Volume 43, Number 3, ISSN 0047-2395

Abstract

Research into teachers' attitudes, beliefs, competence, and inhibitions in relation to their use of technology may provide answers to a series of questions from administrators that relate to teachers' classroom implementation of Information and Communication Technology. The theory of planned behavior is a useful model for providing a framework for predicting and explaining behaviors and a guideline for intervention purposes that would produce effective behavioral change. In this study, the elaborated theory of planned behavior model, Information and Communication Technology Use Model was used as a specific theoretical framework for the purpose of identifying factors that can be used for designing intervention or mounting professional development workshops for Information and Communication Technology implementation that will effectively induce change in teachers' behavior.

Citation

Salleh, S. & Laxman, K. (2015). Examining the Effect of External Factors and Context-Dependent Beliefs of Teachers in the Use of ICT in Teaching: Using an Elaborated Theory of Planned Behavior. Journal of Educational Technology Systems, 43(3), 289-319. Retrieved May 21, 2019 from .

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Keywords