PurposeThis study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad.Design/methodology/approachThis paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97, 0.92 and 0.93 respectively.FindingsThe paper provides empirical insights about factors contributing to teachers’ technology adoption (specifically iPad) in the classroom. It suggests that teachers’ efficacy significantly predicts their actual use of the iPad for teaching, but teachers’ perceived impact of the implementation does not.Practical implicationsThese research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.
Interactive Technology and Smart Education – Emerald Publishing
Published: Sep 16, 2019
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