Mobile Learning in Secondary Education: Teachers' and Students' Perceptions And Acceptance Of Tablet Computers

Mobile Learning in Secondary Education: Teachers' and Students' Perceptions And Acceptance Of Tablet Computers

Hannelore Montrieux (Department of Educational Studies, Ghent University, Ghent, Belgium), Cédric Courtois (iMinds Research Group for Media and ICT, Department of Communication Sciences, Ghent University, Ghent, Belgium), Frederik De Grove (iMinds Research Group for Media and ICT, Department of Communication Sciences, Ghent University, Ghent, Belgium), Annelies Raes (Department of Educational Studies, Ghent University, Ghent, Belgium), Tammy Schellens (Department of Educational Studies, Ghent University, Ghent, Belgium) and Lieven De Marez (iMinds Research Group for Media and ICT, Department of Communication Sciences, Ghent University, Ghent, Belgium)
Copyright: © 2014 |Pages: 15
DOI: 10.4018/ijmbl.2014040103
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Abstract

This paper examines the school-wide introduction of the tablet computer as a mobile learning tool in a secondary school in Belgium. Drawing upon the Decomposed Theory of Planned Behavior, we question during three waves of data collection which factors influence teachers' and students' acceptance and use of these devices for educational purposes. The first wave indicated that attitudes towards the rollout are generally positive. Teachers and students are intrinsically motivated, welcoming it as an instrumental, and for students enjoyable, learning tool. However students do report feelings of social pressure. While after three months, the prior expectations hold up for both stakeholders, results of the third wave show a different pattern. Teachers' acceptance seems to be related to attaining a positive attitude, social influence and the sense to master the new technology while regarding students' results; only behavioral control remains significant. These results challenge teaching practices and invite manifold areas for further research.
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Theoretical Framework

As depicted in Figure 1, this study draws on the Decomposed Theory of Planned Behavior as a guiding framework (Taylor & Todd, 1995). In essence, it entails a deconstruction of the original Theory of Planned Behavior (TPB; Ajzen, 1991), comprising an elaboration of the Technology Acceptance Model (TAM) (Davis, 1989), which is in turn based on the Theory of Reasoned Action (TRA; Fishbein & Ajzen, 1975).

Figure 1.

Theoretical framework based on the decomposed theory of planned behavior (Taylor & Todd, 1995)

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