Abstract

Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.

摘要

在广泛的文献综述的基础上，本研究提出了一个影响因素的模型，这些因素影响教师在教学中采用移动设备的意愿。开发了一个在线调查问卷，以调查K-12教师在教学中采用移动设备的意愿及其影响因素。利用从132名中小学教师那里收集的数据，使用偏最小二乘（PLS）来验证所提出的模型和假设。结果表明，教师的态度和技术信念以及他们对基于移动的教学的自我效能感对他们在教学中采用移动设备的意图产生了显着的积极影响。同时，教师的移动设备技能和基于移动的教学法知识极大地影响了他们对基于移动设备的教学的自我效能感。最后，主题文化冲突对教师的态度，技术信念以及对基于移动的教学的自我效能产生了重大的负面影响。基于这些发现，我们提出了一些建议来促进使用移动设备的教学。