Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea

Abstract

Teachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have been responsible for introducing broad innovations into the education field as Self‐directed, Motivated, Adaptive, Resources‐enriched, Technology embedded education in South Korea. Teachers' beliefs and technology acceptance concerning SMDs in South Korea can be either a facilitator or a barrier to the use of SMDs in the classroom. The purpose of this study is to investigate the factors of teachers' beliefs concerning SMDs, and to examine teachers' technology acceptance of SMDs in their lessons. To address these goals, 378 primary and 390 secondary teachers participated in a survey with a 25‐item paired adjective questionnaire and a 12‐item technology acceptance questionnaire. A series of exploratory and confirmatory factor analyses and multiple regressions were applied for the statistical analysis. The results indicate that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience. Regarding the effect of the technology acceptance of SMDs on teachers' beliefs, the factors of instability, inconvenience and interactivity strongly related to the perceived usefulness and ease of use of SMDs. This finding indicates that teachers' beliefs that SMDs are unstable or uncomfortable can be the main barrier to the use of technology in the classroom.

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

“…In line with the quantitative results, the teachers also revealed in the interview through qualitative data elaboration that the improvement of students' learning was the main reason for ICT integration in VTHSs which is in accordance with the study by Herman et al (2008). Further, benefits on student engagement and student learning, establishing communication and getting students more actively involved with variation of learning, and engaging activities outside the classroom as well as extended learning time are also informed in the qualitative findings which are related to behavioral beliefs for ICT use in VTHSs (Leem & Sung, 2018;Li, Yamaguchi & Takada, 2018). Qualitative data results also revealed that VTHS teachers believed that their students, administrators, and colleagues were the people who will most likely influence their normative beliefs.…”

“…Problems from the interview were revealed such as connection error, broken tools, and software update should be overcome by facilitating access to ICT and human resource support as also suggested from other previous research findings (Chen & Hudson, 2018;Khan & Markauskaite, 2016). There have been many researches reporting beliefs toward ICT and its integration in education (Herman et al, 2008;Leem & Sung, 2018;Li, Yamaguchi & Takada, 2018). However, little have been conducted in the context of vocational education.…”

“…Each outcome was measured by teachers' personal evaluations of the effectiveness of ICT integration. Many studies have explored teachers' beliefs on intentions and actions related to different technologies in general term (Herman et al, 2008;Leem & Sung, 2018;Li, Yamaguchi, & Takada, 2018). However, studies related to the use of ICT in the context of VTHSs are still limited, even more limited in the context of developing countries like Indonesia.…”

The Influence of Mobile Technology Adoption among Secondary School Teachers using the UTAUT2 Model

“…In some countries, including Malaysia, MT integration among teachers is still not widely practiced, especially in secondary schools. The critical issue facing teachers is the level of integration of MT in enhancing teaching effectiveness [8], [9], [10]. Some teachers fear the use of technology devices will increase their workload and responsibility in teaching [8].…”

“…Some teachers fear the use of technology devices will increase their workload and responsibility in teaching [8]. Some teachers have a low attitude and confidence in their ability to enhance teaching through MT [9]. Besides, constraints such as location, student attitude and lack of emphasis on administration are the reason for teachers' readiness to integrate MT in the classroom [10].…”