Technology integration in teaching and learning is one of the critical elements to be taken care of especially by the teacher. To start this, teachers need to have a self-efficacy. Previous literature always relates technology integration with self-efficacy either among teachers or students. In this review, the relationship between teacher's self-efficacy and technology integration has been examined. Besides, this review also examined the factors, related to teacher's self-efficacy in technology integration. Articles access from October 2017 until January 2018 across two databases ERIC and Google Scholar was referred to. Before starting the review, inclusion and exclusion criteria were performed. From this review, it was found that most of the studies presented result as there was a positive relationship between teacher's self-efficacy and technology integration. Factors such as playfulness, ease of use, effectiveness, and usefulness impacted teacher's self-efficacy in technology integration. Overall, this review has shown that teacher's self-efficacy was the central role of technology integration in teaching and learning.
Abbit, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
Abbitt, J. T., & Klett, M. D. (2007). Identifying Influences on Attitudes and Self-Efficacy Beliefs towards Technology Integration among Pre-Service Educators. Electronic Journal for the Integration of Technology in Education, 6, 28–42.
Akman, O., & Guven, C. (2015). TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates. International Journal of Research in Education and Science (IJRES), 1(1), 1–10.
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model. International Review of Research in Open and Distance Learning, 18(6), 54–87.
Alenezi, A. R., Abdul Karim, A. M., & Veloo, A. (2010). An Empirical Investigation into The Role of Enjoyment, Computer Anxiety, Computer Self-Efficacy and Internet Experience in Influencing The Students’ Intention to Use E-Learning: A Case Study from Saudi Arabian Governmental Universities. The Turkish Online Journal of Educational Technology, 9(4), 22–34.
Alhassan, R. (2017). Exploring the Relationship between Web 2 . 0 Tools Self-Efficacy and Teachers ’ Use of These Tools in Their Teaching. Journal of Education and Learning, 6(4), 217–228.
Alshehri, K. A. (2012). The Influence of Mathematics Teachers’ Knowledge in Technology, Pedagogy and Content (TPACK) on Their Teaching Effectiveness in Saudi Public Schools. Tesis Dr. Fal, University of Kansas.
Asing-Casgman, J. G., Gurung, B., Limbu, Y. B., & Rutledge, D. (2014). Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teachers’ Competencies, Attitudes, and Pedagogical Intentions. International Journal of Teaching and Learning in Higher Education, 26(1), 66–77.
Awofala, A. O. A., Akinoso, S. O., & Fatade, A. O. (2017). Attitudes Towards Computer and Computer Self-Efficacy as Predictors of Preservice Mathematics Teachers’ Computer Anxiety. Acta Didactica Nopocensia, 10(3), 91–108.
Aypay, A., Celik, H. C., Aypay, A., & Sever, M. (2012). Technology Acceptance in Education: A Study of Pre-Service Teachers in Turkey. The Turkish Online Journal of Educational Technology, 11(4), 264–272.
Banas, J. R., & York, C. S. (2014). Authentic Learning Exercises as a Means to Influence Preservice Teachers ’ Technology Integration Self-Efficacy and Intentions to Integrate Technology. Australasian Journal of Educational Technology, 30(6), 728–746.
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.
Bandura, A. (1994). Self-Efficacy. Encyclopedia of Human Behavior, 4, 71–81.
Bandura, A. (2009). Cultivate Self-Efficacy for Personal and Organizational Effectiveness. In E.A. Locke (Ed) (Ed.), Handbook of Principles of Organization Behavior (2nd Ed.) (pp. 179–200). New York: Wiley.
Baris, M. F. (2015). European Teachers ’ Technological Pedagogical Content Knowledge ( TPCK ) and Educational Use of Web Technologies. European Journal of Education Research, 4(4), 149–155.
Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-SeS) for Pre-Service Science Teachers: Construction, Validation, and Reliability. Eurasian Journal of Educational Research, (52), 37–60.
Brinkerhoff, J. (2006). Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education, 39(1), 22–43.
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL Teachers ’ Familiarity with and Opinion on the Internet-Based Teaching of Writing. English Language Teaching, 9(1), 199–208.
Chien Pan, S.
In-Text Citation: (Bakar, Maat, & Rosli, 2018)
To Cite this Article: Bakar, N. S. A., Maat, S. M., & Rosli, R. (2018). A Systematic Review of Teacher’s Self-efficacy and Technology Integration. International Journal of Academic Research in Business and Social Sciences, 8(8), 540–557.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
