Teachers’ perception of the use of mobile technologies with smart applications to enhance students’ thinking skills: a study among primary school teachers in Thailand

ABSTRACT

The current study examines antecedents to teachers’ behavioral intentions to use smart technologies in Thailand based on the technology acceptance model. 825 primary school teachers participated in a survey consisting of 11 constructs: perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, peer influence, cognitive feedback, cognitive teaching belief, computer self-efficacy, perceived enjoyment, perceived ubiquity value, and personal innovativeness. The results suggested the proposed research model had a good model fit. 67.5% of variance in Thai teachers’ behavioral intentions was significantly associated with attitude towards use, perceived ubiquity value, cognitive teaching belief, and personal innovativeness. Attitude towards using mobile technologies was significantly associated with perceived usefulness, perceived ease of use, perceived ubiquity value, and personal innovativeness. Perceived usefulness was significantly influenced by perceived ease of use, peer influence, cognitive teaching belief, and cognitive feedback. In addition, computer self-efficacy and perceived enjoyment significantly influenced Thai teachers’ perception of ease of use.

KEYWORDS:

• Mobile technologies
• technology acceptance model
• primary school teachers
• Thailand

Acknowledgements

This work was supported by the research projects of “Innovation Based Deep Learning: Prototype Development Mobile Application with Smart Technology Tools to Enhance Thinking Skills for Primary School Students” funded by the National Research Council of Thailand. The work was successfully conducted with the support of the Department of Educational Technology and Communications, the Educational Invention and Innovation Research Unit, Faculty of Education, Chulalongkorn University, as well as Murdoch University and Qingdao University.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The datasets used and/or analysed in the current study are available from the corresponding author on reasonable request.

Additional information

Funding

This work was supported by the National Research Council of Thailand.

Notes on contributors

Jintavee Khlaisang

Jintavee Khlaisang is a full professor at the Department of Educational Technology and Communications, and a member of the Educational Invention and Innovation Research Unit, Faculty of Education, Chulalongkorn University, Bangkok, Thailand. Her research interests including E-learning, the flipped classroom, blended learning environments, virtual learning environments, ubiquitous learning, disruptive technology and MOOCs.

Noawanit Songkram

Noawanit Songkram is a full professor at the Department of Educational Technology and Communications, and a member of the Educational Invention and Innovation Research Unit, Faculty of Education, Chulalongkorn University, Bangkok, Thailand. Her research interests include online course design, virtual learning environments, robotic education, creativity and innovative skills, and educational innovation.

Fang Huang

Fang Huang is a full professor in the School of Foreign Languages at Qingdao University (China). She is also the dean of English Education Department and director of Foreign Languages Education Research Centre. Her research interests are students’ and teachers’ use of technology and intercultural English education.

Timothy Teo

Timothy Teo is a full professor in the Discipline of Education at Murdoch University in Australia. His research interests include ICT in education, education psychology and quantitative methods.