Using the Technology Acceptance Model to determine Teachers’ Attitudes towards the introduction of iPads in the Classroom.
Pamela Cowan, Jenna Earls, Queen's University Belfast, UK, United Kingdom
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports the findings of a case study conducted in a high school. The Technology Acceptance Model was adapted to address iPads as the new technology for teaching staff. The survey was administered online to 48 teachers ranging from senior management in the school to classroom teachers. Findings indicate that no significant difference was found in attitudes by age or seniority of role in the school across the main constructs of Perceived Ease of Use (PEU), Perceived Usefulness (PU) or Intention to Use. However gender differences did exist for PEU in time point 1 and PU in time point 2. Sub-scales however were revealed for PEU and PU. Image was found have no bearing on the teachers’ iPad usage behavior. Correlations between the constructs changed over the course of the academic year as iPads became more embedded in teachers’ pedagogical practice. Educators need to be aware of the role of leadership and management, effective pedagogy, training and support, and the ICT infrastructure, as key elements in the successful adoption of iPads across a whole school.
Cowan, P. & Earls, J. (2016). Using the Technology Acceptance Model to determine Teachers’ Attitudes towards the introduction of iPads in the Classroom. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 921-926). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)