Abstracts
Abstract
This study explored parents’ and students’ attitudes toward tablet usage in a formal educational setting. A total of 212 students from four 7th-grade classes, along with 145 of their parents, responded to the Tablet Acceptance Questionnaire. Quantitative methods including a t-test and partial least square (PLS) analyses were employed to examine students’ and parents’ attitudes toward tablet integration in schools, and to investigate factors influencing students’ and parents’ attitudes toward tablet usage, respectively. The results indicated significant differences between students’ and parents’ attitudes. Empirical findings suggested students hold more positive views than their parents with regard to tablet usage, tablet benefits for learning, and technical advantages and ease of use. Conversely, parents expressed greater concern over potential negative effects of tablet usage in education than do their children. This study also suggested educational benefits of tablet usage were the key factor influencing both students’ and parents’ attitudes. Based on the cross-examined understanding of parents’ and students’ attitudes, suggestions for large scale tablet initiatives are proposed.
Keywords:
- parent,
- student,
- attitude,
- tablet,
- technology integration,
- partial least square
Appendices
Bibliography
- Adebowale, O. F., Adediwura, A. A., & Bada, T. A. (2009). Correlates of Computer attitude among secondary school students in Lagos State, Nigeria. International Journal of Computing and ICT Research, 3(2), 20-30.
- Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, Strategic, and statistical considerations. Journal of Personality and Social Psychology Bulletin, 51(6), 1173-1182. doi: 10.1037/0022-3514.51.6.1173
- Bebell, D., & O'Dwyer, L. M. (2010). Educational Outcomes and research from 1:1 Computing settings. Journal of Technology, Learning, and Assessment, 9(1), 5-15.
- Billon, M., Lera-Lopez, F., & Marco, R. (2010). Differences in digitalization levels: A multivariate analysis studying the global digital divide. Review of World Economics, 146(1), 39-73. doi: 10.1007/s10290-009-0045-y
- Blume, H. (2014). L.A. parents must give OK before iPads sent home with students. Los Angeles Times. Retrieved from http://www.latimes.com/local/lanow/la-me-ln-la-parents-ipads-20140425-story.html
- Boticki, I., Baksa, J., Seow, P., & Looi, C. K. (2015). Usage of a Mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120-136. doi: 10.1016/j.compedu.2015.02.015
- Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36. doi: 10125/24503
- Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295-336). New Jersey: Lawrence Erlbaum Associates.
- Chin, W. W. (2010). How to write up and report PLS analyses. In V. Esposito Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares: Concepts, methods and applications (pp. 655-690). Heidelberg, Dordrecht, London, New York: Springer.
- Chu, H. C., Hwang, G. J., Huang, S. X., & Wu, T. T. (2008). A knowledge engineering approach to developing e-libraries for mobile learning. The Electronic Library, 26(3), 303-317. doi: 10.1108/02640470810879464
- Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Hillsdale, New Jersey: Erlbaum.
- Çuhadar, C. (2014). Information technology pre-service teachers' acceptance of tablet PCs as an innovative learning tool. Educational Sciences: Theory & Practice, 14(2), 741-753. doi: 10.12738/estp.2014.2.2038
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. doi: 10.2307/249008
- Dündar, H., & Akçayır, M. (2014). Implementing tablet PCs in schools: Students' attitudes and opinions. Computers in Human Behavior, 32, 40-46. doi: 10.1016/j.chb.2013.11.020
- Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMS). Journal of Online Learning and Teaching, 11(2), 210-233.
- Fornell, C., & Bookstein, F. L. (1982). Two structural equation models: LISREL and PLS applied to consumer exit-voice theory. Journal of Marketing Research, 19(4), 440-452. doi: 10.2307/3151718
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi: 10.2307/3151312
- Garland, K. J., & Noyes, J. M. (2004). Computer experience: A poor predictor of computer attitudes. Computers in Human Behavior, 20(6), 823-840. doi: 10.1016/j.chb.2003.11.010
- Gefen, D., Straub, D. W., & Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 7.
- Gobbo, C., & Girardi, M. (2001). Teachers' beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1-2), 63-86. doi: 10.1080/14759390100200103
- Helmstadter, G. C. (1964). Principles of psychological measurement. New York: Appleton-Century-Crofts.
- Hill, P. (2013). Examination systems: Asia-Pacific secondary education system review series No. 1. Bangkok, Thailand: UNESCO.
- Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of tablet-PCs in classroom instruction: The teachers' perspectives. Computers in Human Behavior, 29(3), 525-534. doi: 10.1016/j.chb.2012.11.004
- Khan, A. I., Al-Shihi, H., Al-khanjari, Z. A. & Sarrab, M. (2015). Mobile learning (M-learning) adoption in the Middle East: Lessons learned from the educationally advanced countries. Telematics and Informatics, 32(4), 909-920. doi: 10.1016/j.tele.2015.04.005
- Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG) suggested. TechTrends, 59(5), 51-61. doi: 10.1007/s11528-015-0891-5
- Kraut, R. (2013). Policy guidelines for mobile learning. United Nations Educational, Scientific and Cultural Organization, Retrieved from http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
- Kumar, P., & Kumar, A. (2003). Effect of a web-based project on pre-service and in-service teachers attitudes toward computers and technology skills. Journal of Computing in Teacher Education, 19(3), 87-92.
- Li, Y., Zhang, Y., Lu, F., Zhang, Q., & Wang, Y. (2013). Internet addiction among elementary and middle school students in China: A nationally representative sample study. Cyberpsychology, Behavior, and Social Networking, 17(2), 111-116. doi: 10.1089/cyber.2012.0482
- Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw-Hill.
- Park, E., & Pobil, A. (2013). Technology acceptance model for the use of tablet PCs. Wireless Personal Communications, 73(4), 1561-1672. doi: 10.1007/s11277-013-1266-x
- Pegrum, M., Howitt, C., & Striepe, M. (2013). Learning to take the tablet: How pre-service teachers use iPads to facilitate their learning. Australasian Journal of Educational Technology, 29(4), 464-479.
- Robertson, M., Grady, N., Fluck, A., & Webb, I. (2006). Conversations toward effective implementation of information communication technologies in Australian schools. Journal of Educational Administration, 44(1), 71-85. doi: 10.1108/09578230610642665
- Salajan, F. D., Schonwetter, D. J., & Cleghorn, B. M. (2010). Student and faculty inter-generational digital divide: Fact or fiction?. Computers & Education, 55(3), 1393-1403. doi: 10.1016/j.compedu.2010.06.017
- Schumacher, P., & Morahan-Martin, J. (2001). Gender, internet and computer attitudes and experiences. Computers in Human Behavior, 17(1), 95-110. doi: 10.1016/S0747-5632(00)00032-7
- Segars, A. H. (1997). Assessing the unidimensionality of measurement: A paradigm and illustration within the context of information systems research. Omega International Journal of Management Science, 25(1), 107-121. doi: 10.1016/S0305-0483(96)00051-5
- Shih, J. L., Chu, H. C., Hwang, G. J., & Kinshuk. (2011). An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity. British Journal of Educational Technology, 42(3), 373-394. doi: 10.1111/j.1467-8535.2009.01020.x
- Soykan, E. (2015). Views of students', teachers' and parents' on the tablet computer usage in education. Cypriot Journal of Educational Sciences, 10(3), 228-244. doi: 10.18844/cjes.v1i1.68
- Stevenson, O. (2011). From public policy to family practices: Researching the everyday realities of families' technology use at home. Journal of Computer Assisted Learning, 27(4), 336-346. doi: 10.1111/j.1365-2729.2011.00430.x
- Takeuchi, L. M. (2011). Families matter: Designing media for a digital age. New York: The Joan Ganz Cooney Center at Sesame Workshop.
- Uzoğlu, M., & Bozdoğan, A. E. (2015). Investigation of primary school students' attitudes toward tablet computers according to different variables. International Journal of Human Sciences, 12(1), 539-553. doi: 10.14687/ijhs.v12i1.2738
- Valstad, H. (2011). Introducing The iPad in A Norwegian high school: How do students and teachers react to this technology. Norwegion University of Science and Technology. Retrieved from http://www.diva-portal.org/smash/get/diva2:450284/FULLTEXT01.pdf
- Wixom, B. H., & Todd, P. A. (2005). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research, 16(1), 85-102. doi: 10.1287/isre.1050.0042
- Zhang, X. L., & He, W. (2013, September 4). E-schoolbag promotion meet the strongest blocking. Southern Metropolis Daily. Retrieved from http://epaper.oeeee.com/epaper/H/html/2013-09/04/content_2362713.htm?div=-1