Understanding the role of technological factors and external pressures in smart classroom adoption

Abstract

PurposeThe adoption of smart classroom is increasing in higher education around the world. Yet, factors affecting smart classroom adoption have not been sufficiently explored. Based on the innovation diffusion theory and external pressures, the present study developed a model to investigate the main drivers of smart classroom adoption.Design/methodology/approachSEM-AMOS was used to analyse the data collected from a sample of 1,208 educators.FindingsThe findings revealed that innovation diffusion theory and external pressures provide an appropriate model for understanding smart classroom adoption.Practical implicationsThe findings offer important implications for higher education institutions, IT managers, and are likely to stimulate further research in the area of smart classrooms.Originality/valueTo the best of the authors' knowledge, this is the first study that used innovation diffusion theory external pressures to understanding smart classroom adoption.

Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities

“…us, skill competence was regarded as the critical factor limiting ICT implementation in instruction. Similarly, a study by Selim et al [42] on teachers' acceptance of ICT integration in teaching deduced that skill inadequacy contributed to little confidence in using ICT technology, thus a significant influence in ICT implementation in universities in Malaysia. Further, Agboola et al [43] investigated the preparedness of university lecturers for the introduction of ICT in the International Islamic University of Malaysia established that confidence and training in ICT was a significant predictor of ICT implementation.…”

Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

“…Different from the traditional combination of "chalk + blackboard" (Zhang et al, 2016, p. 43) and"computer + projection" (Zhang et al, 2016, p. 43), an SC is a new type of classroom that expands the learning space and creates atmosphere through interactive teaching platforms and various media (B. Q. Liu, 2016;Selim et al, 2020). In an SC, students have more opportunities to explore, create, display and evaluate with the support of smart technology.…”

“…With the rapid development of smart technologies, more and more universities have started to build up smart classrooms (SCs) to support teaching and learning. An SC is thought of as the classroom of the future, aiming to optimise the presentation of teaching content, promote the acquisition of learning resources (Selim et al, 2020), improve teacher-student interaction (Akhrif et al, 2020;Jin et al, 2019), help teachers assess student learning (Huang et al, 2012) and take charge of in-classroom teaching (Zhu et al, 2020).…”

“…Some scholars believe that smart technologies may help to improve interaction, save experimental cost and extend the limitation of time and space during teaching (Jian & Hong, 2012). Also, some researchers consider that with smart technologies teachers will be able to choose more suitable ways of teaching (i.e., online, face-to-face or blended) to meet different types of needs (Hamiti & Reka, 2012;Selim et al, 2020;Simelane & Mji, 2014). However, Shah (2014) holds an opposite view and has claimed that smart technologies are sometimes used incorrectly and may make the learning process more complex, hindering student understanding.…”

Influencing elements of technological adoption: Case study about management in an educational institution

“…In the international context, it is pertinent to explain that studies on technological adoption have: explored the psychological factors that influence the adoption of new media production technologies by mass communication students (Hopp & Gangadharbatla, 2016); investigated the factors that affect the adoption of electronic government information systems (Thanh, Yoon &, Hwang, 2018); developed models to investigate the main drivers of the adoption of the smart classroom (Selim, Eid & Agag, 2020); investigated, with Kuwait high school teachers, readiness for changes in smartphone technology (Al-Furaih & Al-Awidi, 2020); and discussed the processes of adoption and implementation of technological innovations observed in criminal justice, correctional literature and other disciplines (Link & Reece, 2021).…”