Influence of Online Professional Learning Networks on Teacher Self-Efficacy for Using Information Communication Technology

Abstract

Information communication technology (ICT) is increasingly used to enhance teaching and learning, but many teachers lack mastery-level experiences using these computing technologies in the classroom. To further their knowledge, some teachers have turned to online professional learning networks (PLNs) for development, but further research is needed to explore how and why these networks change teachers’ practice. Framed by Albert Bandura's theory of self-efficacy, the purpose of this study was to explore the influence of online PLNs on teachers’ perceptions of their technological self-efficacy for implementing ICT in the classroom. Purposive sampling was used to recruit eight teachers who had contact with an online PLN for over a year. Interview questions were based on Bandura’s four sources of influence for self-efficacy. Results indicate that online PLNs influence teachers’ technological self-efficacy by providing resources, relationships, and problem-solving opportunities. Results present recommendations for future studies with a larger sample across more geographical areas in varying school districts.