Abstract
This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from 'the pace of technological innovativeness' and the 'technology acceptance model' to understand the rationale for further investment in mobile learning (m-learning). A quantitative study was carried out amongst two hundred forty-one educators in small EU state. It has investigated the costs and benefits of using ubiquitous resources, including tablets for m-learning in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners.
Original language | English |
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Title of host publication | Proceedings of the 13th International Conference on Mobile Learning 2017, ML 2017 |
Publisher | IADIS |
Pages | 41-48 |
Number of pages | 8 |
ISBN (Electronic) | 9789898533616 |
Publication status | Published - 2017 |
Event | 13th International Conference on Mobile Learning 2017, ML 2017 - Budapest, Hungary Duration: 10 Apr 2017 → 12 Apr 2017 |
Conference
Conference | 13th International Conference on Mobile Learning 2017, ML 2017 |
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Country/Territory | Hungary |
City | Budapest |
Period | 10/04/17 → 12/04/17 |
Keywords
- Mobile
- Mobile Learning
- Stepwise Regression Analysis
- Technology Acceptance Model
- Technology Innovation Principal Component Analysis
ASJC Scopus subject areas
- Computer Science Applications
- Information Systems
- Software
- Hardware and Architecture