Teachers’ beliefs to integrate Web 2.0 technology in their pedagogy and their influence on attitude, perceived norms, and perceived behavior control

Insight in three modal sets of teachers’ salient beliefs (i.e. the outcome, normative, and control beliefs) facilitate the development of effective interventions to elevate Web 2.0 technologies use in constructivist pedagogy in higher education. In line with the Reasoned Action Approach (Fishbein & Ajzen, 2010), modal sets of teachers’ salient beliefs directly affect attitudes, perceived norms, and perceived behavior control—the proximal variables that are the main determinants of teachers’ intention to use or not to use Web 2.0 technologies. Bivariate correlation analyses showed that beliefs from the modal sets correlated significantly with the corresponding proximal variable. Implications are that to increase attitude of non-intending teachers, advantageous outcome beliefs should be promoted whereas for intending teachers, disadvantageous outcome beliefs should be countered as well. To increase perceived norms, students and near colleagues were the main normative referents. Different control beliefs were exhibited for non-intending and intending teachers in order to raise perceived behavioral control.