Seifedine KADRY, Ulaş KAYAPINAR, Filomachi SPATHOPOULOU, Fadi SAFIEDDINE, Imad NAKHOUL

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics

Purpose: Measuring and understanding academics’attitudes towards adapting the use of tablets intoteaching seem necessary because there is a need for control of attitudes before making decisions on tablet use in teaching. The purpose of this study was to develop a standard attitude scale towards tablet use in teaching. Research Methods: Five judges contributed in developing items for tablet use in higher education after a review of the relatedliterature. 152 volunteer faculty members of highereducation around the world participated in thestudy.To provide evidence of validity for the scale, item total correlation coefficients were computedby using SPSS 16.0. Kaiser-Meyer Olkin (KMO) coefficient for the sampling adequacy of thedata for principal components analysis, and the principal components factor analysis wereemployed to determine the factor loadings of the items. A confirmatory factor analysis wasalso employed to support the structure of the scale. For the reliability of the scale, Cronbach’salpha (Crα) calculations were made. Findings: Item analysis showed that the 20-item scalehad three factors comprising 71.848 percent of the total variance with Eigen values of 14.286,2.378, and 2.019. Item validity values ranged between .43 and .65. The internal consistency ofthe scale was calculated as .88. Implications for Research and Practice: The results indicatethat the attitudes towards tablet use in teaching can be measured in a valid and reliablemanner before making institution-wise or country-wise decisions. Implementation of the scalein local and international levels to better understand the concerns and attitudes of academicscan be recommended

PDF

___

Aiyegbayo, O. (2015). How and why academics do and do not use iPads for academic teaching? British Journal of Educational Technology, 46(6), 1324-1332.
Allport, G. W. (1935). Attitudes: A handbook of social psychology. Worcester, Mass. Clark University Press.
Anderson, JC, & Gerbing, DW (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
Bayliss, L., Connel, C., & Farmer, W. (2012). Effects of ebook readers and tablet computers on reading comprehension. Journal of Instructional Media, 39(2), 131- 140.
Bello, M. B., Daramola, D. S., Yusuf, A., & Amali, I. O. O. (2015). Access to tablet portable computers and undergraduates reading culture: The experience of a Nigerian University. Human and Social Studies, 4(3), 42-51.
Bobbitt, L. M. & Dabholkar, P. A. (2001). Integrating attitudinal theories to understand and predict use of technology-based self-service: the internet as an illustration. International Journal of Service Industry Management, 12(5), 423-450.
Bonastre, O. M., Benavent, A. P., & Belmonte, F. N. (2006, November). Pedagogical use of tablet pc for active and collaborative learning. In International Professional Communication Conference, 2006 IEEE (pp. 214-218). New York, USA: IEEE.
Cassidy, E. D., Colmenares, A., Jones, G., Manolovitz, T., Shen, L., & Vieira, S. (2014). Higher education and emerging technologies: Shifting trends in student usage. The Journal of Academic Librarianship, 40(2), 124-133.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3), 297-334.
Daccord, T. & Reich, J. (2015) How to transform teaching with tablets. Educational Leadership, 72(8), 18-23.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
Decano, T. J. P. (2013, October). Willingness of students to use tablets as a learning tool. In 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-9). New York, USA: IEEE.
Dundar, H., & Akcayir, M. (2012). Tablet vs. paper: The effect on learners' reading performance. International Electronic Journal of Elementary Education, 4(3), 441- 450.
Eagly, A. H. & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL: Harcourt Brace Jovanovich College Publishers.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. New York: Routledge.
Georgiev, T., Georgieva, E., & Smrikarov, A. (2004, June). M-learning-a New Stage of Е-Learning. In International conference on computer systems and technologies- compsystech (pp. 1-9). New York, USA: IEEE.
Giordano, S., Procissi, G., & Lucetti, S. (2007, May). On the use of Tablet-PC for personal learning in a wireless campus environment. In The first international workshop on pen-based learning technologies (pp. 1-3). New York, USA: IEEE.
Hallissy, M., Gallagher, A., Ryan, S., & Hurley, J. (2016). The use of tablet devices in ACCS schools. Dublin: Association of Community and Comprehensive Schools.
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.
Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system. Computers & Education, 51(2), 864-873.
Maina, E. M., Njoroge, R. W., Waiganjo, P. W., & Gitonga, R. (2015, May). Use of tablets in blended learning: A case study of an institution of higher learning in Kenya. In IST-Africa 2015 conference (pp. 1-8). Malawi: Lilongwe.
Moran, M., Hawkes, M., & Gayar, O. E. (2010). Tablet personal computer integration in higher education: Applying the unified theory of acceptance and use technology model to understand supporting factors. Journal of Educational Computing Research, 42(1), 79-101.
Nguyen, L., Barton, S. M., & Nguyen, L. T. (2015). Ipads in higher education—hype and hope. British Journal of Educational Technology, 46(1), 190-203.
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78-102.
Qing, L. (2007). Student and teacher views about technology: A tale of two cities? Journal of Research on Technology in Education, 39(4), 377-397.
Safieddine, F. & Lee, S. W. (2013). Green modules for sustainability in higher education: A longitude study on impact on students. In International technology, education and development conference proceedings (pp. 4705-4713). Valencia, Spain: INTED.
Safiedine, F. & Nakhoul, I. (2014). Quantitative cost-benefit analysis of green courses: Case study. In International technology, education and development conference proceedings (pp. 3476-3482). Valencia, Spain: INTED.
Safiedine, F., Nakhoul, I., Kayapinar, U., Spathopoulou, F., & Kadry, S. (2016). System requirement analysis for e-learning educational tablets at higher education. In Proceedings in 10th International Technology, Education and Development Conference (pp. 983-989). Valencia, Spain: INTED.
Santamarta, J. C., Hernández-Gutiérrez, L. E., Tomás, R., Cano, M., Rodríguez-Martín, J., & Arraiza, M. P. (2015). Use of tablet pcs in higher education: A new strategy for training engineers in European bbachelors and masters programmes. Procedia-Social and Behavioral Sciences, 191, 2753-2757.
Saunders, G. H., Cienkowski, K. M., Forsline, A., & Fausti, S. (2005). Normative data for the attitudes towards loss of hearing questionnaire. Journal of the American Academy of Audiology, 16(9), 637-652.
Schriesheim, C.A., Powers, K.J., Scandura, T.A., Gardiner, C.C., & Lankau, M.J. (1993). Improving construct measurement in management research: Comments and a quantitative approach for assessing the theoretical adequacy of paper-and- pencil survey-type instruments. Journal of Management, 79, 385-417.
Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In Medienbildung in neuen Kulturräumen (pp. 87-99). Wiesbaden: VS Verlag für Sozialwissenschaften.
Stickel, M. (2009, October). Impact of lecturing with the tablet pc on students of different learning styles. In Frontiers in Education Conference, 2009. FIE'09. 39th IEEE (pp. 1-6). USA: IEEE.
Tabata, L. & Johnsrud, L. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education, 49(7), 625-646.
Takayama, S. (1993). An analysis on the computer attitudes for education and the computer anxiety of in-service teachers. Japanese Journal of Educational Psychology, 41, 313-323.
Voogt, J. J. (2010). Teacher factors associated with innovative curriculum goals and pedagogical practices: Difference between extensive and non-extensive ICT- using science teachers. Journal of Computer Assisted Learning, 26(6), 453-464.
Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. The Chronicles of Higher Education, 48(28), 33-34.
Young, K. (2016). Teachers’ attitudes to using iPads or tablet computers: Implications for developing new skills, pedagogies and school-provided support. Tech Trends, 60(2), 183-189.