Acceptance of integration of mobile technology in the higher education environment : instructors' perception
Avilez, Shawnice L.
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The purpose of this survey research was to determine factors that influenced college instructors' behavioral intentions to use mobile technology. The study extended the Technology Acceptance Model (TAM) framework, with subjective norm and facilitating conditions acting as potential predictors of instructors' behavioral intention and self-reported intention to use mobile technology (iPads/laptops). A survey instrument was adapted by the author from published guidelines and prior research surveys. The survey was delivered using Qualtrics, a web-based survey tool. The survey instrument included items based on the constructs of the TAM model. The researcher analyzed the data using multiple regression analyses. Utilization of TAM was based heavily on its predictive ability to measure users' acceptance or rejection of technological innovations within an organization. The findings of this study suggest that despite the moderate fit of the overall model to the data, TAM is nonetheless useful for predicting college instructors' behavior intention to utilize mobile technology within the higher education environment. While none of Davis's (1989) main predictors influenced the user's intent to utilize mobile technology, subjective norms provided the strongest prediction. It was the strongest predictor in explaining the variance, a finding that differed from the majority of empirical research that employed TAM in mobile and other learning technology research. Consideration of emerging technological tools, such as mobile technology, as an educational resource can be viewed as an important step for tertiary level administrators. Examining the relationship between current usage of mobile technology and college instructors' behavioral intentions to use the device can shed light on future adaption patterns of mobile technology in the higher education environment. The findings of this study have a number of implications. First, by investigating the manner in which mobile technology is being used by instructors in the higher education environment, school administrators could use the findings (a) to improve technology implementation and utilization strategies; and (b) to support making decisions and regulations related to the use of mobile technology. In addition, the results of this study can be used to make informed strategic decisions regarding technological integration within the higher education environment. By capitalizing on the relationships between subjective norms and facilitating years (experience) with college instructors' intention, administrators can creatively and effectively increase use of technological tools in the higher education environment.