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

Abstract

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.