Changes in early career teachers’ technology use for teaching : the roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

Paetsch, JenniferJenniferPaetsch0000-0001-8599-147XFranz, SebastianSebastianFranz0000-0002-9425-4196Wolter, IlkaIlkaWolter0000-0003-0421-28712023-11-072023-11-072023https://fis.uni-bamberg.de/handle/uniba/91576This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching.engCOVID-19 pandemicEarly career teachersDigital technologiesICT use for teachingTeacher self-efficacyICT literacy370Changes in early career teachers’ technology use for teaching : the roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closurearticleurn:nbn:de:bvb:473-irb-915767