Analysis of Teachers’ Tablet Teaching Adoption Process

Abstract

Teachers play a very important role in providing children with a technology-supported learning environment. They are often challenged by the use of the tools and the effort required for planning pedagogical activities in technology integration. This study explored teachers' adoption process in tablet teaching (teaching with tablets). The purposes of the study were to study: (1) the processes teachers experienced for adopting tablets teaching, (2) the inspirations from children' s learning reactions, and (3) challenges and strengths of the integration of tablet teaching. A phenomenological approach was used in this study. Three stages were involved in the data collection and analysis: (I) document analysis from online activity records and project reports, (II) interviews with 17 teachers, and (III) inductive analysis of various data resources. Analyses from various sources revealed that teachers' adoption process for tablet teaching includes: building basic knowledge of the new device, exploring different interests, modifying and redefining integration, and on-going tryouts. They were challenged with technology, pedagogical concerns, policy support, and community support. From the adoption process, teachers were inspired by children' s motivation and learning engagement. In future implementation, scaffolding skills, exploratory opportunities, collaborative approach among teachers, open sharing of knowledge were suggested in tablet teaching.

Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

“…Explanations offered for the slow progress of the initiative were that teachers were neither technically nor pedagogically ready to implement a digital curriculum due to time constraints, lack of knowledge and skills, insufficient infrastructure, or technical problems (Al-Awidi & Aldhafeeri, 2017;Aldhafeeri et al, 2016;Alenezi, 2018;Alhashem & Al-jafar, 2015); cultural challenges (e.g., social values, religion, politics, and the use of traditional teaching methods) (Alfelaij, 2015); students' reluctance to use the device within and outside of the classroom; lack of preparation; weak Wi-Fi networks at school; insufficient technical support; and the absence of a clear vision for tablet PC use (Alenezi, 2018). Although teachers play a significant role in achieving the potential benefits of IT (e.g., tablet PC) adoption in education (Byrd Steinweg et al, 2010;Chanlin, 2017;Ching & Roberts, 2020;Montrieux et al, 2015;Teo et al, 2008;Yusup, 2014), empirical evidence on the extent of teachers' adoption of the tablet PC within the first three years of the Tablet Project's implementation was deficient (AlQenaei et al, 2021).…”

“…Although teachers are a key to gaining the potential benefits of integrating the tablet PC in education (Chanlin, 2017;Ching & Roberts, 2020;Yusup, 2014), scant empirical evidence exists on the extent of high school teachers' adoption of the tablet PC in teaching practice within the Tablet Project. We carried out an investigation to bridge this research gap and answer two main questions:…”

“…Examples of IT-specific theories and models that researchers adopted to explain and/or predict IT adoption behavior in educational settings include the technology acceptance model (TAM) (e.g. Chanlin, 2017;L. Hsu, 2016;Joo et al, 2018;Okumuş et al, 2016;Sun & Jiang, 2015;Teo et al, 2008;Wong et al, 2013), UTAUT (e.g., Ifenthaler & Schweinbenz, 2013;Moran et al, 2010), the innovation diffusion theory (e.g., Montrieux et al, 2015;Rogers, 2003), and the TPACK model (Mishra & Koehler, 2006).…”

A Review of Technological Tools in Teaching and Learning Computer Science

“…Many existing studies (Bissell, 2015;Cowan et al 2013;and Liaw & Huang, 2015) have theorized the integration of mobile technologies in the framework of activity theory. However, there are limitations to the use of the TPACK framework in explaining the dynamic nature of teachers' knowledge construction and experiences of practice in technology-rich environments (Koehler, et al 2014, 2017) Olofson et al (2016 stated that the Technology Acceptance Model (TAM) is a concept that designs how students come to agree to use a technology. Generally, TAM concept was developed to evaluate the efficiency or success of technology in assisting to understand the value and efficiency of a particular system.…”

“…Mostly learners used their laptops mobile phones, PDAs to write, make demonstrations, browse the Internet, do preparation, or take tests. ChanLin et al (2017) have assessed the overall efficiency of developing mobile technological innovation in education on learner's learning accomplishments. Cowan et al (2013) elaborated that the growing usage of mobile technology has formed "pockets of educational potential" as learning through mobile technology can help shatter the barricades because of its reachability (i.e., anytime and anywhere).…”