Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behavior

Abstract

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

Additional information

Funding

This work was supported, in part, by funds provided by the University of North Carolina at Charlotte.

Notes on contributors

Ayesha Sadaf

Ayesha Sadaf is an assistant professor in the Learning, Design and Technology program at the University of North Carolina Charlotte. Her research focuses on the impact of instructional strategies and emerging technologies on higher level learning in online learning environments, teacher technology education, technology integration, and digital literacy.

Tuba Gezer

Tuba Gezer is a Ph.D. student in Educational Research, Measurement, and Evaluation at the University of North Carolina Charlotte. Her research interests are differential item functioning, structural equating modeling, item response theory, and formative assessment.