The impact of an empowerment evaluation professional development program on physical sciences teachers’ attitudes, beliefs and behavioral intentions to integrate ICT into their science lessons
Bibliographic Data
| ID | 22166716 |
|---|---|
| Authors | Sumayya Moosa (0000-0002-5298-6946, University of Johannesburg), Umesh Ramnarain (0000-0003-4548-5913, University of Johannesburg, corresponding author) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-07-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1159373 |
| OpenAlex | W4384693859 |
| Language | EN |
| References cited | 44 |
The purpose of this research study was to investigate and determine the impact of teacher’s attitudes and beliefs on their behavioral intentions to integrate ICT into their science lessons and to establish the impact of a professional development program underpinned by the principles of empowerment evaluation (EE) on their attitudes and beliefs. The participants were selected from five high schools in Johannesburg, South Africa. A validated questionnaire was used to identify teachers’ attitudes and beliefs and to measure the impact of their attitudes and beliefs on their behavioral intentions to integrate ICTs into their science lessons. The findings from this research study indicated that the empowerment evaluation approach positively impacted the teacher’s attitudes and beliefs as well as improved their behavioral intentions to integrate ICT into their science lessons. Furthermore, this study revealed that the more confident and competent a teacher felt to integrate ICT into his/her lessons, the more likely he/she would be to integrate ICT into their lessons. Therefore, teachers’ behavioral intentions are important in predicting whether they will integrate ICT into their lessons
Behavioural sciences · Empowerment · ICTS · Information and Communications Technology · Medical education · Political science · Applied Psychology · Gender and Technology in Education · Medicine · Online and Blended Learning · Psychology · Technology Adoption and User Behaviour
Predicting and Changing Behavior
Decomposition and crossover effects in the theory of planned behavior
Case Study Research
The theory of planned behavior
A Theoretical Extension of the Technology Acceptance Model
Technology Acceptance Model 3 and a Research Agenda on Interventions
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Covid-19 and the Digital Transformation of Education
Acceptance of e-learning technology by government school teachers
Will, skills, or conscientiousness
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies
Understanding K‐12 teachers’ intention to adopt open educational resources
Reflections on Empowerment Evaluation
Teacher Resilience During Covid-19
Empowerment Evaluation
Access to ICT education for girls and women in rural South Africa
| Citation velocity | historical |
|---|---|
| Highly cited | No |