Measuring Primary Schools Teachers' Perception of ICT through Self-Efficacy: A Case Study

Isabella Rega (Università della Svizzera italiana, Switzerland)

Francesca Fanni (Università della Svizzera italiana, Switzerland)

Abstract: The case study proposed in this article is the MELISSA project - Measuring E-Learning Impact in primary Schools in South African disadvantaged areas. MELISSA measures the impact of exposure to ICTs in teacher training/learning applying the Self-Efficacy construct. The intention is here to understand and analyse changes in attitudes to and uses of ICTs in term of Computer and Teacher Self-Efficacy. To accomplish this goal, the MELISSA team applied a mixed investigative method, merging quantitative and qualitative methodologies.

Keywords: ICT, ICT4E, disadvantaged contexts, qualitative methods, quantitative methods, self-efficacy, teacher training

Categories: L.0.0, L.3.0, L.3.4, L.3.6, L.3.7