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Education and Information Technologies

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26-08-2021

Drivers of teachers’ intentions to use mobile applications to teach science

Authors: Hüseyin Ateş, Juan Garzón

Published in: Education and Information Technologies | Issue 2/2022

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Abstract

Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and collaborative learning. However, some teachers are reluctant to use this technology for reasons derived from different factors. Hence, it is important to identify what factors affect teachers’ intentions to use mobile applications, in order to take actions aiming to encourage them to use this technology in their classes. Accordingly, this study proposes a model to predict science teachers’ intentions to use mobile applications in the teaching process. Our model merges the Technology Acceptance Model, the Flow Theory, and the Theory of Planned Behavior. It includes 11 hypotheses that were tested with 1203 pre-service and in-service science teachers from different cities in Turkey. Additionally, the study investigates the mediating role of attitude and perceived usefulness on teachers’ intentions to use mobile apps. Further, it examines the moderating role of the sample type on teachers’ behavioral intentions. The results indicate that all 11 hypotheses were significant to explain teachers’ intentions to use mobile applications. Finally, the study raises theoretical and practical implications to guide stakeholders to undertake actions to enrich educational settings through the use of mobile applications.

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Title: Drivers of teachers’ intentions to use mobile applications to teach science
Authors: Hüseyin Ateş
Juan Garzón
Publication date: 26-08-2021
Publisher: Springer US
Published in: Education and Information Technologies / Issue 2/2022
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-021-10671-4

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