JUCS - Journal of Universal Computer Science 18(3): 410-428, doi: 10.3217/jucs-018-03-0410
Measuring Primary Schools Teachers' Perception of ICT through Self-Efficacy: A Case Study
Isabella Rega‡, Francesca Fanni‡‡ Università della Svizzera italiana, Lugano, Switzerland
Corresponding author: Isabella Rega ( isabella.rega@usi.ch ) © Isabella Rega, Francesca Fanni. This article is freely available under the J.UCS Open Content License. Citation:
Rega I, Fanni F (2012) Measuring Primary Schools Teachers' Perception of ICT through Self-Efficacy: A Case Study. JUCS - Journal of Universal Computer Science 18(3): 410-428. https://doi.org/10.3217/jucs-018-03-0410 |  |
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, teacher training, self-efficacy, quantitative methods, qualitative methods, disadvantaged contexts, ICT4E