South African teachers’ experience of the use of tablet devices in the classroom context through the lens of the technology acceptance model

ID: 51268 Type: Brief Paper: Other
  1. Rabaitse Diseko and Thuladu Anna Nyamande, University of Johannesburg, South Africa

Wednesday, June 21 12:10-12:30 PM

Presider:
Sandra Williamson-Leadley, University of Otago College of Education, New Zealand

Tools such as tablet devices are viewed as having the potential to support teachers and learners in teaching and learning in a classroom context. The technology acceptance model (TAM) was used in this study as a theoretical lens that has been empirically tested to explore how teachers accept the use of tablet devices in a classroom context. A qualitative case-study research design was used with 80 teachers from one secondary school in South Africa. A semi-structured group interview and observation were used as data-collection methods. The study revealed positive teachers’ experiences and their willingness in accepting the use of tablets in their teaching practices in the classroom. On the other hand, the compatibility of tablets with other devices in the classroom was problematic.

Objectives

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Topical Outline

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Prerequisites

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Experience Level

Beginner

Qualifications

Doctor Educationis (PhD

Topic

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