Technology Acceptance on Smart Board among Teachers in Terengganu Using UTAUT Model

Abstract

The purpose of this study is to seek the acceptance level of Smart Board among teachers in schools based on the construct presented by the UTAUT Model (Venkatesh et al., 2003). 68 questionnaires were distributed to respondents who are teachers in five schools in the Besut District. These schools are among the many schools that are provided with Snmart Boards by the Terengganu government. The questionnaire consists of 4 items on demography, 19 items related to the usage of Smart Boards which uses the Likert Scale. The respondents were teachers who are familiar with using the Smart Boards. The data was analysed using SPSS to get the descriptive statistics and SmartPLS to find the coefficient correlation. The findings showed that there is positive significant influence between the Performance Expectancy factor (β=0.569, p<0.01) and the Facilitating Conditions factor (β=0.295, p<0.01) towards Behavioural Intention with the value of R 2 =0.72. Both the Performance Expectancy and the Facilitating Conditions factors showed that 72% of the teachers have Behavioural Intention to use the Smart Board during their teaching and learning process. Further study on the acceptance of Smart Board either among the teachers or students are vital because there are not many study has been and this technology is still new in Malaysian schools.

UTAUT: Integrating Achievement Goals and Learning Styles for Undergraduates’ Behavioural Intention to Use Technology

“…Abbas et al (2018) and Olatubosun, Olusoga, and Shemi (2014) also echoed that the UTAUT model is one of the most comprehensive, powerful and robust technology acceptance and adoption models to present. The UTAUT model has been widely employed to investigate educational technology acceptance and adoption in both developed and developing countries across the globe (Mtebe & Raisamo, 2014 (Raman et al, 2014), where the implementation of technology in education is still in their infancy. This implies that these developing countries are expecting a new leap, and are striving to explore educational technology adoption.…”

“…Hence, educational technology challenges, initiatives and transformations are repeatedly emphasised in the Malaysia Education Blueprint 2013-2025 and Education According to the blueprint, all higher learning institutions in Malaysia are set to implement a combination of online and conventional pedagogy approach for teaching and learning. Students, in particular, undergraduates, are encouraged to optimise their intention to use technology for self-directed learning as technology allows richer information access and generates personalised learning content despite distance and learning pace (Ministry of Education, 2013Raman et al, 2014).…”

Analisis Perilaku Penggunaan Sistem Informasi Akademik Oleh Mahasiswa Keperawatan

“…Kegagalan penerapan sistem teknologi informasi pada organisasi dapat disebabkan oleh beberapa faktor baik internal maupun eksternal (Davis, 1989). (Sharma & Kumar, 2012;Giannakos & Vlamos, 2013;Khechine et al, 2014;Raman et al, 2014;Lewis et al, 2013). Model UTAUT juga telah dipakai oleh beberapa peneliti untuk menjelaskan perilaku pengguna sistem informasi dalam lingkungan pendidikan (Oechslein etal, 2014;Lallmohamed etal, 2013;Raman &Don, 2013 (Venkatesh etal, 2003) dan beberapa penelitian sebelumnya (AbuShanab etal, 2010;Dasgupta etal, 2007;El-Gayar & Moran, 2006;Foon & Fah, 2011;Oswari et.al, 2008;Prasetyo & Anubhakti, 2011;Sedana & Wisnu, 2009;Sedana & Wisnu, 2010;Sharma & Kumar, 2012;Sundaravej, 2010;Wang et.al, 2006;Wu et.al, 2007).…”

Factors that influence teachers’ use of GeoGebra for instruction

“…Ontoereikende ondersteuning deur hul skole, asook onderwysers se vrese en houdings het verder hul aanvaarding van tegnologie beïnvloed. In 'n ander studie het Raman et al (2014) die Unified Theory of Acceptance and Use of Technology-model (UTAUT) gebruik om die aanvaarding van slimborde deur onderwysers te verken, en gevind dat slegs prestasieverwagting en fasiliterende omstandighede 'n beduidende invloed gehad het op onderwysers se voornemende gedrag om slimborde te gebruik. Hul studie het bevind dat verwagte inspanning en sosiale invloed nie 'n beduidende rol gespeel het in onderwysers se voorneme om slimborde te gebruik nie.…”

“…Anders as in die geval van Venkatesh et al (2003), het hierdie studie egter gevind dat slegs sosiale invloed op sigself beduidend was om 'n respondent se voorneme te voorspel om GeoGebra te gebruik, terwyl prestasieverwagting en verwagte inspanning nie beduidende voorspellers was van respondente se voorneme om GeoGebra te gebruik nie. Raman et al (2014) Soos in die geval met hipotese 2, is die t-toets ook gebruik om hipotese 3 te toets, naamlik of onderwysers se voorneme om GeoGebra vir die onderrig en leer van wiskunde te gebruik, hul werklike gebruik van GeoGebra vir die onderrig en leer van wiskunde sal beïnvloed. Volgens Venkatesh et al (2003) het mense se voornemende gedrag 'n regstreekse invloed op hul werklike gebruik van tegnologie gehad.…”