Factors Influencing K-12 Teachers’ Intention to Adopt Mobile Devices in Teaching

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI:10.1080/07380569.2020.1830257

Shun Xu, Sha Zhu

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引用次数: 7

Abstract

Abstract Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.

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影响K-12教师在教学中使用移动设备意愿的因素

摘要在大量文献综述的基础上，本研究提出了一个影响教师在教学中使用移动设备意愿的影响因素模型。编制了一份在线调查问卷，调查K-12教师在教学中使用移动设备的意愿及其影响因素。使用从132名中小学教师收集的数据，采用偏最小二乘法（PLS）来验证所提出的模型和假设。结果表明，教师对移动教学的态度、技术信念和自我效能感对他们在教学中使用移动设备的意愿有显著的正向影响。同时，教师的移动设备技能和基于移动的教学知识强烈影响了他们在基于移动设备的教学中的自我效能感。最后，主体文化冲突对教师对移动教学的态度、技术信念和自我效能感产生了显著的负面影响。基于这些发现，我们提出了一些建议来促进使用移动设备的教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.