An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching
Jung Hur, Auburn University, Auburn, AL, United States ; Ying Shen, University of Northwestern - St. Paul, St. Paul, MN, United States ; Ugur Kale, West Virginia University, Morgantown, WV, United States ; Theresa Cullen, University of Oklahoma, Norman, OK, United States
IJMBL Volume 7, Number 3, ISSN 1941-8647 Publisher: IGI Global
Teachers in the US have been increasingly adopting mobile devices for teaching, but little research has examined how pre-service teachers perceive mobile device integration in classrooms. To address this issue, the study developed a research model that explained factors affecting pre-service teachers' intention to use mobile devices and the relationship among the factors. A total of 386 pre-service teachers participated in an online survey, and the model was tested using structural equation modeling. The results showed that 72.5% of variances in pre-service teachers' intention to use mobile devices were explained by perceived usefulness and self-efficacy for technology integration jointly, where perceived usefulness was the strongest predictor. The findings also demonstrated that constructivist beliefs and perceived ease of use indirectly influenced pre-service teachers' intention to use mobile devices for teaching.
Hur, J., Shen, Y., Kale, U. & Cullen, T. (2015). An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching. International Journal of Mobile and Blended Learning, 7(3), 1-17. IGI Global.
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Mete Akcaoglu, Georgia Southern University, United States; Ugur Kale, West Virginia University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 60–81
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