The Influence of Mobile Technology Adoption among Secondary School Teachers using the UTAUT2 Model
Mohd Norakmar Omar1, Siti Noor Ismail2, Abd Latif Kasim3
1Mohd Norakmar Omar*, Universiti Utara Malaysia, Kedah, Malaysia.
2Siti Noor Ismail, Universiti Utara Malaysia, Kedah, Malaysia.
3Abd Latif Kasim, Universiti Utara Malaysia, Kedah, Malaysia.
Manuscript received on November 10, 2019. | Revised Manuscript received on November 17, 2019. | Manuscript published on 30 November, 2019. | PP: 3827-3831 | Volume-8 Issue-4, November 2019. | Retrieval Number: D8204118419/2019©BEIESP | DOI: 10.35940/ijrte.D8204.118419
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Mobile technology (MT) is a mobile device that has become a fixture of gadget enthusiasts, and its use has proliferated around the world in recent years. The situation is becoming more and more popular in the field of education. As a teacher, they are also directly involved in the benefits of MT. Most teachers use MT for personal purposes such as accessing email, communicating through social media and browsing web pages. However, it is difficult to determine the driving force behind the use of MT to improve teaching. Therefore, this study was conducted to identify factors influencing teachers’ behavioral intention to use MT (TBIMT) based on the UTAUT2 Model. A total of 422 secondary school teachers in the state of Kedah, Malaysia, were selected as respondents of the study. The findings show that only three components of UTAUT2 influence TBIMT in teaching, namely EE, HM and HT. In conclusion, teachers can manipulate the advantages of MT to create more effective teaching strategies.
Keywords: UTAUT2, Mobile Technology, Secondary School, Malaysia Teacher, Technology Acceptance.
Scope of the Article: Mobile Applications and Services for IoT.