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Investigating Factors Influencing K-12 Teachers’ Intention to Integrate Mobile Devices in Teaching

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Blended Learning: Aligning Theory with Practices (ICBL 2016)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 9757))

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Abstract

The purpose of this study was to explore the key factors influencing K-12 teachers’ intention of mobile devices integration in teaching. A structural model of the factors influencing teachers’ intention to integrate mobile devices in teaching was proposed based on an extensive literature review. Based on the proposed model, a survey was administered which included six categories: (1) Attitude and technology belief; (2) Mobile-based pedagogical knowledge; (3) Mobile device skills; (4) Institutional support; (5) Self-efficacy of mobile-based teaching; and (6) Intention to integrate mobile devices. Partial Least Squares (PLS) were employed to validate the proposed model and hypotheses, using the data collected from 22 primary school teachers via surveys. The results indicated that teachers’ attitude and technology belief, and self-efficacy of mobile-based teaching had significant impacts on their intention to integrate mobile devices in teaching. Meanwhile, teachers’ mobile device skills strongly influenced their self-efficacy of mobile-based teaching. Finally, the authors provided suggestions for teachers, school leaders, and researchers.

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Acknowledgements

The work was supported by the Key Project of Philosophy and Social Science Research, Ministry of Education of China (14JZD044). The authors would like to thank all the participants of this study for their collaboration with the data collection.

Author information

Authors and Affiliations

  1. National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, 430079, China

    Sha Zhu

  2. School of Educational Information Technology, Central China Normal University, Wuhan, 430079, China

    Hongjing Qiu, Harrison Hao Yang & Yi Zhang

  3. School of Education, State University of New York at Oswego, Oswego, NY, 13126-3599, USA

    Harrison Hao Yang

Authors
  1. Sha Zhu
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  2. Hongjing Qiu
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  3. Harrison Hao Yang
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  4. Yi Zhang
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Correspondence to Harrison Hao Yang .

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong, Kowloon, Hong Kong

    Simon K.S. Cheung

  2. City University of Hong Kong, Hong Kong, China

    Lam-for Kwok

  3. Peking University, Beijing, China

    Junjie Shang

  4. Peking University, Beijing, China

    Aihua Wang

  5. Caritas Institute of Higher Education, Hong Kong, China

    Reggie Kwan

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Zhu, S., Qiu, H., Yang, H.H., Zhang, Y. (2016). Investigating Factors Influencing K-12 Teachers’ Intention to Integrate Mobile Devices in Teaching. In: Cheung, S., Kwok, Lf., Shang, J., Wang, A., Kwan, R. (eds) Blended Learning: Aligning Theory with Practices . ICBL 2016. Lecture Notes in Computer Science(), vol 9757. Springer, Cham. https://doi.org/10.1007/978-3-319-41165-1_23

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  • DOI: https://doi.org/10.1007/978-3-319-41165-1_23

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  • Publisher Name: Springer, Cham

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  • Online ISBN: 978-3-319-41165-1

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