Analysis of Teachers’ Tablet Teaching Adoption Process

doi:10.12738/estp.2017.6.0436

Cited by 5 publications

(10 citation statements)

References 33 publications

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“…Explanations offered for the slow progress of the initiative were that teachers were neither technically nor pedagogically ready to implement a digital curriculum due to time constraints, lack of knowledge and skills, insufficient infrastructure, or technical problems (Al-Awidi & Aldhafeeri, 2017;Aldhafeeri et al, 2016;Alenezi, 2018;Alhashem & Al-jafar, 2015); cultural challenges (e.g., social values, religion, politics, and the use of traditional teaching methods) (Alfelaij, 2015); students' reluctance to use the device within and outside of the classroom; lack of preparation; weak Wi-Fi networks at school; insufficient technical support; and the absence of a clear vision for tablet PC use (Alenezi, 2018). Although teachers play a significant role in achieving the potential benefits of IT (e.g., tablet PC) adoption in education (Byrd Steinweg et al, 2010;Chanlin, 2017;Ching & Roberts, 2020;Montrieux et al, 2015;Teo et al, 2008;Yusup, 2014), empirical evidence on the extent of teachers' adoption of the tablet PC within the first three years of the Tablet Project's implementation was deficient (AlQenaei et al, 2021).…”

Section: It Integration In Education and The Tablet Projectmentioning

confidence: 99%

“…Although teachers are a key to gaining the potential benefits of integrating the tablet PC in education (Chanlin, 2017;Ching & Roberts, 2020;Yusup, 2014), scant empirical evidence exists on the extent of high school teachers' adoption of the tablet PC in teaching practice within the Tablet Project. We carried out an investigation to bridge this research gap and answer two main questions:…”

Section: Teachers' It Adoptionmentioning

confidence: 99%

“…Examples of IT-specific theories and models that researchers adopted to explain and/or predict IT adoption behavior in educational settings include the technology acceptance model (TAM) (e.g. Chanlin, 2017;L. Hsu, 2016;Joo et al, 2018;Okumuş et al, 2016;Sun & Jiang, 2015;Teo et al, 2008;Wong et al, 2013), UTAUT (e.g., Ifenthaler & Schweinbenz, 2013;Moran et al, 2010), the innovation diffusion theory (e.g., Montrieux et al, 2015;Rogers, 2003), and the TPACK model (Mishra & Koehler, 2006).…”

Section: Research Modelmentioning

confidence: 99%

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Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

2022

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Aim/Purpose: This study was designed to examine the extent to which high school teachers intend to continue using the tablet PC in their teaching within the context of the Tablet Project initiative in Kuwait. It explores what drives their adoption intention. Background: Blended learning offers teachers the potential to adopt IT to augment their instructions and refocus their content, target group, context, and ethical facets; explore new modes of education and consider effective methods to educate students; and experience more flexibility in both course design and delivery method. To reap the potential benefits of integrating IT in education, the Ministry of Education in Kuwait introduced the “Tablet Project” in public high schools during the 2015–2016 academic year; three years later, it was unclear whether the teachers would continue using the tablet PCs in their teaching. Methodology: The research model adapts constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological, Pedagogical, and Content Knowledge (TPACK) models. It includes facilitating conditions (FC), social influence (SI), and teaching efficacy (TE) as predictors of teachers’ behavioral intentions (BI) to continue using the tablet PC in future teaching. The model also proposes a moderating effect of gender, age, and tablet PC experience on BI. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: This study provides empirical evidence on important predictors of continuous IT adoption in teaching activities and identifies lessons that could guide initiatives aimed to embed IT in the pre-college education system in Kuwait as well as other similar systems. It contributes results to advance theories and models aimed to explain and predict sustainable IT adoption in education systems across cultures. Findings: While TE arises as a non-significant predictor of BI, SI emerges as the strongest predictor of BI. FC is the second significant predictor of BI, although its direct effect on BI is non-significant. Gender, age, and tablet PC experience have non-significant moderating effects on BI. These results provide significant statistical support for the predictive power of the model, as it explains approximately 50% of the variance in BI. Recommendations for Practitioners: Since this research is directly connected to the reality of IT adoption in teaching in the Kuwaiti high school system, the findings should be of value for the Kuwaiti educational system and future teachers’ professional development initiatives. They should inform future actions and strategies aimed at successfully integrating IT in pre-college education in Kuwait and other similar countries. Recommendation for Researchers: The findings add to the ongoing research effort aimed to develop a better understanding of the intention to continue using IT in instruction and its influential factors across cultures (e.g., Arabian culture), especially since most earlier TPACK studies were carried out in Asian countries and the US. Our findings also confirm the value of UTAUT constructs (i.e., SI and FC) in explaining and predicting the intention to continue using IT by high school teachers, as the research model explains approximately 50% of the variance in the teachers’ BI. Impact on Society: This research offers empirical evidence that adds much-needed nuance to the discourse on teachers’ IT adoption intention and behavior and informs policies and strategies in support of initiatives aimed to integrate IT into education. The provision of a technical and organizational ecosystem that is conducive to sustainable IT integration in the Kuwaiti education system must be part of a more comprehensive initiative to digitize the entire education system. Education policy makers should embrace a digital mindset to adopt IT and transform the teaching, learning, and managerial processes in the system. Future Research: Future research could replicate this study and compare the results, employ other research methods (e.g., focus-group discussions and observations) to investigate teachers’ IT adoption in various educational contexts, adapt research models that include other predictors, and investigate and produce results on students’ perspectives regarding their initial and continuous adoption of the tablet PC within the Tablet Project context.

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Section: It Integration In Education and The Tablet Projectmentioning

confidence: 99%

Section: Teachers' It Adoptionmentioning

confidence: 99%

Section: Research Modelmentioning

confidence: 99%

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Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

2022

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“…Many existing studies (Bissell, 2015;Cowan et al 2013;and Liaw & Huang, 2015) have theorized the integration of mobile technologies in the framework of activity theory. However, there are limitations to the use of the TPACK framework in explaining the dynamic nature of teachers' knowledge construction and experiences of practice in technology-rich environments (Koehler, et al 2014, 2017) Olofson et al (2016 stated that the Technology Acceptance Model (TAM) is a concept that designs how students come to agree to use a technology. Generally, TAM concept was developed to evaluate the efficiency or success of technology in assisting to understand the value and efficiency of a particular system.…”

Section: Ain Et Al / a Review Of Technological Tools In Teaching Andmentioning

confidence: 99%

“…Mostly learners used their laptops mobile phones, PDAs to write, make demonstrations, browse the Internet, do preparation, or take tests. ChanLin et al (2017) have assessed the overall efficiency of developing mobile technological innovation in education on learner's learning accomplishments. Cowan et al (2013) elaborated that the growing usage of mobile technology has formed "pockets of educational potential" as learning through mobile technology can help shatter the barricades because of its reachability (i.e., anytime and anywhere).…”

Section: Mobile Technology As An Educational Resourcementioning

confidence: 99%

A Review of Technological Tools in Teaching and Learning Computer Science

Quratulain

Shahid

Aleem

et al. 2019

EURASIA J MATH SCI T

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The technology works as a catalyst through which many changes occur in the learning approaches, teaching methodologies, research arena, in the work environment and in the use of information and knowledge. Helping students to learn using technological tools rather than using conventional techniques has become more popular in the 21 st century in colleges and schools in the domain of computer science. Integration of technological tools will help teachers to the international requirement to use technology-based teaching and learning tools instead of traditional teaching methods. Most researchers agree on the significance of the use of technological tools in different education systems. However, current state-of-the-art depicts that there is no comprehensive study that provides an analysis of different technological tools e.g. computer-based, games based, mobile based, and multimedia technologies used in education. This paper provides a comprehensive review of several of the most popular teaching methodologies (collaborative, active learning, problem-based, inductive teaching method) and technological tools i.e. computer-based (ICT, CAI, CBI), games based (serious games, web games, micro-games, videos games), mobile based (laptop, PDAs, tablets, mobile phones), online learning tools (flipped classroom, web MOOCs) and multimedia technologies (Videos, MCMs, MAMCM). The purpose of this research paper is to scrutinize the roles and effectiveness of technological tools in teaching and learning process and it provides the definition of each method, along with the similarities and differences among these teaching methodologies and technological tools. Even though the strength of each individual method is something that is met with varying degrees of evidence, teaching with the help of technological tools has been found to be generally more effective or at least equally effective to traditional methods of teaching. The purpose of the use of technology in teaching and learning process is to improve productivity, the effectiveness of current practices and bring pedagogical changes which are beneficial for the betterment of education. We explore the theoretical literature available about the influence of technology and its effectiveness in the field of education. In teaching and learning process, the use of technological tools increases interaction between teachers and students. To incorporate technology, educators and teachers must implement the right technological tools to make the environment more innovative for the students.

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The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

2021

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This study portrays profile uses of technology in the classroom by faculty at a school of education at a university in Central California (N = 47). First, it describes their professional uses of certain technology on a frequency scale. Second, it reports the effects of faculty's teaching philosophy and perceptions of instructional technology (IT) in their teaching practice with regards to use of technology. This study employed quantitative data analysis. The findings indicate that faculty's teaching goals and perception of the learning environment play an important role in determining their uses of technology. Third, it reveals faculty's motivation and challenges to use certain technological tools in their teaching. Specifically, the participants reported high levels of motivation for using various new technologies, minimal challenges to IT use in their classroom and their actual uses of such technology being unknown. Given the faculty's high motivation (or absence of barriers) of using various innovative technology, one of the suggestions for future professional development programs is to offer training which moves beyond understanding how to use technology, and addresses the effectiveness and efficiency of teaching with technology.

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Analysis of Teachers’ Tablet Teaching Adoption Process

Cited by 5 publications

References 33 publications

Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

A Review of Technological Tools in Teaching and Learning Computer Science

The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use

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