Mobile Technology for Language Learning and Instruction: Investigating Beliefs and Attitudes of Indonesian EFL Preservice Teachers

This study is primarily aimed to investigate beliefs and attitudes of Indonesian EFL preservice teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL preservice teachers through semi-structured interviews. The findings revealed participants’ beliefs that mobile devices could positively contribute to the development of language performance as learning tools and the development of language instruction as instructional tools. Regarding attitudes of EFL preservice teachers toward the use of mobile devices for learning and teaching, this study revealed mixed responses. As learning tools, all participants expressed their positive attitudes toward this technology and intention to use this technology more intensively. As for teaching tools, the majority of the participants expressed their negative attitudes which were reflected in their disappointment through their experience during their student teaching program and their lack of interest to adopt this technology for their future classes. However, they acknowledged that this technology was helpful to facilitate online learning and agreed that this technology would become more popular in the future. Analysis of the data also revealed factors affecting beliefs and attitudes of preservice teachers toward the use of mobile devices as learning and instructional tools comprising perceived ease of use and perceived usefulness and other influencing elements of self-efficacy: enactive mastery, vicarious experience, and physiological arousal. Finally, this study presents implications and recommendations which can be a reference to optimize the integrated mobile technology for class instruction and identifies which aspects in the implementation of mobile technology that require further investigation

Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

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To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

Teacher Attitudes Toward Technology Integration in a One-to-One Mobile Device Middle-School Classroom

As the classroom climate transforms into a more technology-enhanced environment with increased device availability, there is a growing need to understand how attitudes among teachers may be influenced by the use of these devices in the classroom. Because of current technology trends, device integration is essential to meet education goals (Keengwe, Schnellert, & Mills, 2012). Research suggests that the use of mobile devices in the classroom along with the expectations for teachers to integrate these devices into their curriculum can have significant effects on attitudes and behaviors among teachers and therefore, should be studied (Sahin et al., 2017; Moore, 2016; Beeland, 2002; Christensen, 2002). This study attempted to examine the difference in teacher attitudes toward technology integration based on their use of either Chromebooks or iPads as mobile devices in a one-to-one integrated middle-school classroom. Using a quantitative, causal comparative design, participants were selected from a population of middle-school teachers at two Southeastern United States school districts. The sample size of participants was 115, of which 73 used Chromebooks and 42 used iPads. Data were analyzed using an independent-samples t-test to examine the relationship between attitude and mobile device used. Results of the survey showed that no significant difference existed in the attitude scores of teachers’ and the mobile device they used. Although the study did not find significance in the attitude scores, the data indicated that attitudes were mostly positive. Further research should be conducted to include a broader population, other grade levels, and other mobile devices. Studies that look at variables such as self-efficacy, training, and confidence, along with attitude should be researched

Technology-Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom

This research to practice paper uses a Technology Acceptance Model (TAM) to explore the factors that affect teachers’ intentions to use digital educational games in the classroom. Research shows that using computers and other digital technologies like digital games is one way to influence young people’s career aspirations and improve their digital literacy. This is particularly important as the world of work is changing and emerging jobs becoming more intensive in their use of digital technologies. In the developing world and in particular Nigeria, there have been calls to improve the digital literacy skills of young people to help them make informed career choices, and fully participate effectively and equally in the digital world. However, many of the computing and digital technology education initiatives have not produced the positive results intended. The lack of awareness, readiness and buy-in of the relevant stakeholders are some of the factors that has been identified as a barrier here. For example, for computing and digital technology-based projects in schools, the success largely depends on the support and attitude of teachers. As one of the major stakeholders in the classroom, teachers need to be consulted in decisions that affect the way they deliver their lessons; especially when novel ideas and approaches that challenge tradition are introduced. It is therefore important to consider their acceptance or otherwise of digital games in the classroom. A Technology Acceptance Model (TAM) was modified to include constructs previously identified by teachers that potentially influence their intention to use digital games in the classroom. The extended TAM was developed into a questionnaire and tested with 220 teachers in Nigeria. Analyses of the results show that syllabus connectedness, perceived usefulness and self-efficacy are significant predictors of the intention of teachers to adoptdigital game-based learning in the classroom. Furthermore, the teachers' demographics including experience of teaching, age and gender all mediated the intention of the teachers to use digital game-based learning. The results and findings present recommendations for school leaders and developers of digital educational games. The practical insights from this are also important here and helpful for guiding the deployment of such games particularly in areas where such technological interventions have not been used before

Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course

In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Teachers’ attitude towards technology integration in physical education in Finland

Abstract. There has been a significant amount of research on teachers’ technology integration, and technology has influenced teaching. However, little research has been conducted particularly to investigate the relationship between teachers’ attitudes on technology integration in physical education in the K-12 context. This study is conducted with a sample of 221 Finnish physical education (PE) teachers to empirically investigate their attitudes and perceptions toward technology integration in the context of Finland. Further, the current study analyzed the relationships between attitude and practical technology use in PE. Lastly, this research explores the obstacles contributing to technology integration and the technology use variation between genders. Independent sample t-test, correlation analysis, and stepwise regression were performed in this study. The correlation analysis yielded a positive relationship between the four factors of attitude and the five factors of technology use. According to the results from regression analysis, perception of importance/relevance and technology proficiency significantly and positively predict using internet-related tools and general computer/mobile software. Additionally, the perception of importance/relevance and contextual factors are important indicators predicting the use of general computer hardware. Specifically, the use of PE special computer/mobile software and PE-specific hardware are affected by technology proficiency, teaching style, and perception of importance/relevance. This study also found several obstacles to technology integration in PE: lack of training, administrative support, collegial support, and internet down/unavailable restricting the use of technology in PE instruction. Finally, significant differences were observed between male and female PE teachers in terms of their attitudes toward technology integration. The findings of this research provide administrators and policymakers with significant insights related to the use of technology by Finnish PE teachers in their teaching practices