Factors Influencing Teachers' Intentions to Integrate Smartphones in Language Lessons

Autor/inn/en	O'Neill, Saskia; Kreijns, Karel; Vermeulen, Marjan
Titel	Factors Influencing Teachers' Intentions to Integrate Smartphones in Language Lessons
Quelle	In: JALT CALL Journal, 14 (2018) 2, S.91-117 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Telecommunications; Handheld Devices; Technology Uses in Education; Educational Technology; Higher Education; Teacher Attitudes; Social Attitudes; Behavior; Ownership; Technology Integration; Language Teachers; Second Language Instruction; Foreign Countries; Teaching Methods; English (Second Language); College Faculty; Netherlands + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Social attidude; Soziale Einstellung; Eigentum; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Niederlande
Abstract	Research has shown that mobile technology could enhance the effectiveness of common language learning activities but in practice, few teachers are using mobile devices. Fishbein and Ajzen's (2010) reasoned action approach was used to identify to which extent certain personal factors influenced teachers' intentions to integrate smartphones in their language lessons. Data were collected from 63 teachers at language centres connected to 15 institutes for Higher Education in the Netherlands. Four subgroups were distinguished based on two variables: first basic versus smartphone owners and second non versus frequent phone users. The subgroup of basic phone owners had less favourable feelings, and a subgroup of frequent phone users had more favourable feelings towards integrating smartphones in their lessons compared with the whole group. Differences in the number of hours teachers worked and age were not significant. Some differences were found in the role of perceived norm and perceived behavioural control for the whole group and for the subgroup of smartphone owners (n = 49). This study contributed to the growing number of studies that found Fishbein and Ajzen's model suitable for predicting technology acceptance in an educational context. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01