An important aspect of IMBP is that it posits that the behavior
under study should be sufficiently specific. That is, it must be made
clear whether the behavior concerns, for example, the use of a digital
white board, an electronic learner portfolio, or the use of DLMs.
Indeed, teachers may have the intention to use a digital white
board and DLMs but – at the same time – not have the intention
to use an electronic learner portfolio. Although some work mentioned
in the Mumtaz review (2000) studied specific ICT applications,
most studies reported attitudes and self-efficacy with
respect to ICT use in general. Studying the broad field of pedagogical
ICT applications poses an important problem, as participants
may consider other types of ICT usages when completing a research
instrument (e.g., some may think of using a digital white
board, while others could envision using DLMs or an electronic
learner portfolio). Therefore, the present paper will focus on using
DLMs in the classroom as the specific behavior being studied. As a
consequence, attitude and self-efficacy, as well as subjective norm
are studied in the context of pedagogical DLM usage, and not in
relation to general ICT use. Moreover, DLM usage has received little
attention until now and therefore studying this specific behavior
seems warranted