Adopting the Integrative Model of Behaviour Prediction to explain teachers’ willingness to use ICT: a perspective for research on teachers’ ICT usage in pedagogical practices

Karel Kreijns*, Marjan Vermeulen, Paul A. Kirschner, Hans Van Buuren, Frederik Van Acker

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of ICT infrastructure, teachers are more often reluctant rather than willing to use ICT. This article reviews existing literature to 1) select a theoretical model that is suited to explain this, and 2) uncover important variables at various levels, including the individual and school organisation that should be included in the model. As a result, it adopts Fishbein’s Integrative Model of Behaviour Prediction (IMBP). This model forces the explicit consideration of dispositional variables including attitude, self-effi- cacy and subjective norm that are the direct and indirect antecedents of inten- tional ICT usage and real ICT use. Rather than concentrating on general ICT usage, IMBP is concerned with the use of specific ICT tools, such as digital learning materials. The authors believe that IMBP as a diagnostic tool will shed more light upon the issues surrounding teachers’ ICT usage.
    Original languageEnglish
    Pages (from-to)55-71
    Number of pages17
    JournalTechnology, Pedagogy and Education
    Volume22
    Issue number1
    Early online date14 Feb 2013
    DOIs
    Publication statusPublished - 2013

    Keywords

    • ICT use
    • ICT willingness in education
    • teacher professionalisation
    • Integrative Model of Behaviour Prediction
    • Technology Acceptance Model

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