An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching

An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching

Jung Won Hur (Auburn University, Auburn, AL, USA), Ying W. Shen (University of Northwestern - St. Paul, St. Paul, MN, USA), Ugur Kale (West Virginia University, Morgantown, WV, USA) and Theresa A. Cullen (University of Oklahoma, Norman, OK, USA)
Copyright: © 2015 |Pages: 17
DOI: 10.4018/IJMBL.2015070101
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Abstract

Teachers in the US have been increasingly adopting mobile devices for teaching, but little research has examined how pre-service teachers perceive mobile device integration in classrooms. To address this issue, the study developed a research model that explained factors affecting pre-service teachers' intention to use mobile devices and the relationship among the factors. A total of 386 pre-service teachers participated in an online survey, and the model was tested using structural equation modeling. The results showed that 72.5% of variances in pre-service teachers' intention to use mobile devices were explained by perceived usefulness and self-efficacy for technology integration jointly, where perceived usefulness was the strongest predictor. The findings also demonstrated that constructivist beliefs and perceived ease of use indirectly influenced pre-service teachers' intention to use mobile devices for teaching.
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Literature Review

Teacher technology adoption, especially that of pre-service teachers, is a complex interaction of different influences. Studies have demonstrated a variety of factors that facilitate or hinder teachers’ technology use in classrooms such as pedagogical beliefs (Teo, Chai, Hung, & Lee, 2008; Sadaf, Newby, & Ertmer, 2012), facilitating conditions (Chen, 2010; Freidhoff, 2008; Hew & Brush, 2007), subjective norms (Cheon, Lee, Crooks, & Song, 2012), and self-efficacy (Sang, Valcke, van Braak, & Tondeur, 2010; Teo, 2009; Wang, Ertmer, & Newby, 2004). These factors are likely to be related to each other and directly or indirectly influence teachers’ decisions on technology use (Teo, Chai, Hung, & Lee, 2008). One way to examine this complicated phenomenon is to analyze possible factors based on a valid theoretical model. This study used the technology acceptance model (TAM) by Davis, Bagozzi, and Warshaw (1989) as a theoretical lens to explore pre-service teachers’ mobile adoption.

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