South African teachers’ experience of the use of tablet devices in the classroom context through the lens of the technology acceptance model
Abstract: 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.
ObjectivesNo poster Demos
Topical OutlineNo poster Demos
PrerequisitesNo poster Demos
QualificationsDoctor Educationis (PhD
Presider: Sandra Williamson-Leadley, University of Canterbury School of Education, Health and Human Development