Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre‐service teachers

Abstract

This research work intends to make an innovative contribution to the existing literature by studying the predictive effect of two relatively unexplored constructs on the adoption of an emerging technology, such as mobile devices, among a seldom‐studied population in the European context (secondary education preservice teachers). To achieve this goal, a technology acceptance model (TAM)‐based model was designed including the constructs: behavioural intention, perceived usefulness, perceived ease of use, attitude towards use, subjective norm, attachment and resistance to change and it was tested using a sample of 222 Spanish secondary education preservice teachers. The results of the factor analysis evidence the significant effect of resistance to change on the four TAM variables, especially on perceived usefulness and attitude, while the attachment only has a small effect on perceived ease of use. Additionally, the analysis confirms attitude towards the use as the main predictor of the behavioural intention, as well as the influence of the subjective norm on both perceived usefulness and behavioural intention. These findings have important ramifications for the design of teacher training programmes, which are addressed in the discussion, and they also suggest the need to continue studying the effect of new factors on the technology adoption process. Practitioner NotesWhat is already known about this topic The TAM model is a widespread theory for the study of the technology adoption with unexplored areas in the educational field. Despite the didactic potential of mobile devices, they are underused by the teachers which suggest the existence of an adoption problem. Attachment and resistance to change are two constructs from the second‐order barriers little studied in TAM‐based models applied in the educational field that can provide important information for the development of teacher training initiatives. What this paper adds The TAM‐based model developed in this research evidences the influence of the second‐order barriers in the adoption of mobile technologies among secondary preservice teachers. Resistance to change has an important effect on the intention to use mobile devices in the future teaching practice of secondary preservice teachers. The effect of the emotional attachment on the adoption of mobile technologies is smaller in utilitarian contexts. Implications for practice and/or policy Technology adoption models should pay more attention to unexplored second‐order barriers, especially resistance to change. The higher education institutions must develop teachers’ training programme more focused on the teaching model built by their students and transmit a new model more positive towards changes emphasizing the possible advantages of incorporating new tools to their future practice.

Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors

“…To do this, a bibliographic study is first carried out to create a list of the most influential motivational factors when accepting the use of new technological tools, searching scientific databases and reviewing those scientific articles that related variables and motivational factors with the use of technological tools (such as the article by Sánchez-Prieto, Huang, Olmos-Migueláñez, García-Peñalvo and Teo [32]), and finally collecting the distribution that the author R. Arteaga [33] makes in her study after an extensive literary review by experts in this field (Table 1). This list is made up of the following factors: Quality management (QM), available information (AI), external conditioning (EC), trust (T), perceived compatibility (PC), perceived usefulness (PU), attitude (A), and intention (I).…”

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

“…The use of technology by teachers is influenced by their perception and by the training they have received [17]. Following initial reluctance, teachers generally perceive ICT as a tool with great potential in the educational setting [16,60].…”

“…Despite the importance of the use of ICT in the classroom and its benefits, the didactic of mathematics at secondary and higher education levels has remained stagnant, compartmentalized, and oriented to the exposure of the teacher [17,91]. In line with the above, we see limited use of educational software [78] and hardware [2,43].…”

“…IWBs are rarely used to improve student learning, even for teachers who are experienced in their use [93]. Restrained by resistance to change, teachers often waste the teaching potential of mobile devices and underutilize them [17].…”

“…It is reasonable to evaluate how mathematics teachers perceive the training and use of ICT [16,17]. In this context, this study was performed to evaluate the relationships among some of the variables of the dimensions "mathematics and teaching practice", "ICT in the teacher environment", and "uses, resources, and ICT mastery".…”