Factors Affecting Teacher Acceptance of Tablets in Their Teaching Practice: A Case Study in the South African Context

Abstract

The present study employs the technology acceptance model to explore secondary school teachers' perceptions towards acceptance of tablet devices in their teaching practice in the classroom. A questionnaire was completed by (N=80) secondary school teachers from South Africa, and the constructs related to technology acceptance were measured along with demographic variables. Results revealed that there were no statistically significant differences in teachers' perceptions towards acceptance of tablets in their teaching practice across gender, age, and teaching experience. The findings also showed that the perceived usefulness construct has a high negative response towards the acceptance of tablets in their teaching practice. However, the findings also revealed that the perceived ease of use, attitude towards use, and behavioural intention are directly significant factors in teachers' perceptions towards accepting tablet devices in their teaching practice.