Poster #31 - Exploring Factors That Influence In-Service Teachers' Intentions to Integrate Digital Literacy Into Their Classrooms

• In Event: 81.034 - MTCC Poster Session 20
  In Poster Session: 81.034-6 - Influencing Technology Practice

Abstract

This study explored factors that influence in-service teachers’ intentions to integrate digital literacy in their classroom based on the Decomposed Theory of Planned Behavior (DTPB). Data were collected through an online survey (n=144). Path analysis was used to analyze quantitative data, and constant comparison approach was used to analyze open-ended responses. Findings revealed that the components of the DTPB– attitude, subjective norms and perceived behavioral control– explained a significant variance in teachers' behavioral intentions to integrate digital literacy in their classrooms. In addition, perceived usefulness and self-efficacy are the strongest predictors of teachers’ intentions. Additional findings indicate that pre-service teachers perceive the benefits of digital literacy for improving students’ 21st century skills and prepare them for college and professional careers.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Tuba Gezer, University of North Carolina - Charlotte