Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Abstract

As the popularity of mobile technology rises, there is an increased emphasis to integrate these devices into the classroom. While some research has investigated its effectiveness, further research is needed to understand why teachers adopt these tools to improve teaching. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this formative assessment used an explanatory mixed-methods approach to identify the barriers and challenge teachers face in adoption. Themes of the qualitative data focused on self-engagement and self-directed learning, classroom management challenges, self efficacy and limited professional development, and lack of clear administrative vision. Implications for practice are also discussed.

The Influence of Mobile Technology Adoption among Secondary School Teachers using the UTAUT2 Model

“…That means H 1 has rejected. These results have supported previous studies such as [10], [31]. A study by [31] found that the use of MT failed to improve teacher performance in shaping more meaningful teaching.…”

“…This situation led to H 3 being rejected. These findings are the same as studies conducted by [10], [34]. A study by [34] on 359 samples stated that teachers find it difficult to gain support from the surrounding community in integrating technology in school environments, especially in developing countries.…”

“…A study by [31] found that the use of MT failed to improve teacher performance in shaping more meaningful teaching. Teachers also find it challenging to adapt skills and increase their motivation to use new technologies like MT consistently [10].…”

“…In some countries, including Malaysia, MT integration among teachers is still not widely practiced, especially in secondary schools. The critical issue facing teachers is the level of integration of MT in enhancing teaching effectiveness [8], [9], [10]. Some teachers fear the use of technology devices will increase their workload and responsibility in teaching [8].…”

“…Some teachers have a low attitude and confidence in their ability to enhance teaching through MT [9]. Besides, constraints such as location, student attitude and lack of emphasis on administration are the reason for teachers' readiness to integrate MT in the classroom [10]. Based on these gaps, a study should be conducted to identify factors driving teachers' use of MT in the teaching process.…”