Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Alshmrany, Sami; Wilkinson, Brett

doi:10.14569/ijacsa.2017.081218

Cited by 23 publications

(35 citation statements)

References 41 publications

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“…Studies [10] and [16] found that PEOU does not necessarily have a direct effect on BI. On the contrary, Alshmrany et al [17] reported that PEOU has a positive direct effect on BI. Tsuei [19] studied the effect of parents' PSI on their PU and PEOU.…”

Section: Literature Reviewmentioning

confidence: 93%

“…However, parents were concerned about the health and social issues associated with overexposure to technology [16]. A plethora of studies has shown that parents' PEOU has a positive effect on their ATT and PU [10,16,17,19,29,39]. However, there is some inconsistency when it comes to the relationship between parents' PEOU and their BI to allow their children to use m-learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, a key issue is whether academics have adopted an adequately broad approach when investigating the attitudes of the main players in a high school instructional setting [16]. Most of these m-learning acceptance studies have concentrated on teachers [14,17] and learners [13,17]. Little is known about the parents' attitude towards m-learning, especially in rural areas of developing countries.…”

Section: Introductionmentioning

confidence: 99%

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Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Mutambara¹,

Bayaga²

2020

Lecture Notes in Computer Science

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Faced with many challenges resulting in learners' poor performance at the matriculation level, emphasis on Science, Technology, Engineering and Mathematics (STEM) education is in its infancy in South African's high schools. However, studies have shown that mobile learning (m-learning) can be used to mitigate the challenges of STEM education. Despite, the benefits of mobile learning to rural STEM learners, its full potential has not been realized because the adoption of m-learning depends on users' acceptance. Prior studies focused on teachers' and learners' acceptance of mobile learning. However, little is known about parents' acceptance of m-learning, especially in rural areas. This study explores the acceptance of m-learning by parents of rural high school STEM learners. The study proposes the parents' acceptance of m-learning model, which extends the technology acceptance model by introducing perceived social influence and perceived resources. Stratified random sampling was used to select 200 parents in the survey. Partial least squares structural equation modeling (PSL-SEM) was used to analyze data from 129 valid questionnaires. The proposed model explained 41% of the variance in parents' acceptance of mobile learning. Attitude towards the use was found to be the best predictor and the only factor that have a direct effect on behavioral intention to use mobile learning. However, all other factors have an indirect influence on behavioral intention. The findings revealed that for mobile learning to be successfully implemented in rural areas, resources need to be provided.

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Section: Literature Reviewmentioning

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Mutambara¹,

Bayaga²

2020

Lecture Notes in Computer Science

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“…Underlying this diffusion research there are many research results that use this diffusion research design including Lazar Stosic [9], Spiering & Erickson [10], Meeplat [11], Shea & Pickett [12], Alshmrany & Wilkinson [13] as well as those of states that thematic learning as an innovation in learning is John [8] and Narti, Setyosari, Nyoman Sudana Degeng, & Dwiyogo [7].…”

Section: Literature Reviewmentioning

confidence: 99%

Attribute of Thematic Learning Innovation on Elementary School (A Diffussion Of Innovation Research)

Latip¹,

Suparman²,

Nadiroh³

2020

Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01

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The purpose of this study is to describe thematic learning innovations that can be defined within a certain period of time to a social system using certain communication channels. The research method used is difussion research. Data collection techniques used were questionare with Likkert scale models. The sampling technique used was purposive sampling by setting research target schools in accordance with the research objectives. Analysis of the data used is descriptive quantitative. The results showed that thematic learning innovations were positively perceived by Elementary School teachers with low levels of difficulty and had benefits, appropriateness, trials and observables, so that thematic learning could be diffused in a social system in elementary schools.

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“…While the factors that may hinder ICT policy implementation in schools were lack of specialized personnel in technology, lack of computer skills in using technology, inadequate training, lack of ICT infrastructure, bureaucracy and routine in maintenance of computers, lack of financial support, inadequate/slow Internet connection, lack of motivation for the teachers to use ICT, lack of a clear mechanism to connect the performance of the teachers in technical skills with their job behaviour, lack of time, lack of technological tools, and lack of knowledge about technology and ICT policies. Alshmrany and Wilkinson (2017) also investigated the factors influencing the adoption of ICT by teachers in primary schools in Saudi Arabia. Analysis of the data showed computer literacy and confidence with technology registered a significant positive effect on the study, participants' effort expectancy, which in turn positively influenced their behavioural intention to adopt ICT.…”

Section: Literature Reviewmentioning

confidence: 99%

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

Al-Shboul¹

2019

MAS

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The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students and learners to learn to operate in an information era. Studying the incentives and obstacles to the use of ICT in education may assist instructors to overcome these barriers and become successful technology adopters in the future. Thus, this paper investigates the factors related to the incentives and obstacles that influence the use of ICT in the educational practices as perceived by faculty members in Jordanian universities. Moreover, this article identifies factors that may affect faculty member’ decisions to use ICT in the classroom. These factors are interrelated; the success of the implementation of ICT in teaching and learning process is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. A web-based questionnaire was employed and distributed to all faculty members of four selected universities in Jordan for the Fall Semester 2017/2018. A total of 262 participants from a wide variety of schools have responded and completed the survey. The results of the analysis revealed that the major factors that prevent or affect faculty member’ use of ICT in higher education institutions in Jordan are lack of faculty member ICT skills; lack of faculty member confidence; lack of pedagogical faculty member training; lack of suitable educational software; limited access to ICT tools; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these factors and obstacles affect individuals and institution may help in taking a decision on how to tackle them.

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Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

Cited by 23 publications

References 41 publications

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

Attribute of Thematic Learning Innovation on Elementary School (A Diffussion Of Innovation Research)

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

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