Using Technology Acceptance Model (TAM) concepts to investigate the impact of iPad professional development for K–12 teachers: A case study

Colin Byrne, Pace University

Abstract

Many schools and school districts are implementing one-to-one computing programs with a variety of devices. One of the most important aspects of these programs is providing effective professional development to the faculty who will be implementing this program. Research on the effectiveness of professional development on teachers’ perceptions of mobile devices as educational tools as well as their actual use of the devices in the classroom has been limited. The purpose of this research study was to examine the impact of professional development on teacher’s perceptions of iPads as an instructional tool as well as their actual use of iPads in the classroom. The Technology Acceptance Model was used as a lens for this study. Teachers took part in three training sessions on app usage. Potential impact was assessed through a pre- and post-survey, weekly usage forms, and focus group discussions. Both qualitative and quantitative information was gathered. The results showed no overall changes in teacher perceptions of the usefulness or ease of use of iPads as a result of the training sessions. Impact of the training sessions on actual use of iPads in the classroom was inconsistent among the teachers. Several themes emerged regarding the lack of change in perceptions of ease of use and usefulness of iPads including lack of student devices, low teacher self-efficacy, and a high level of available technology in the district.

Subject Area

Educational psychology|Teacher education|Educational technology|Computer science

Recommended Citation

Byrne, Colin, "Using Technology Acceptance Model (TAM) concepts to investigate the impact of iPad professional development for K–12 teachers: A case study" (2014). ETD Collection for Pace University. AAI3728893.
https://digitalcommons.pace.edu/dissertations/AAI3728893

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