Teachers experiences on the acceptance of tablet devices for teaching and learning at a selected high school in Gauteng District 12

M.Ed.Abstract: Information and Communication Technology (ICT) is rapidly changing classroom spaces or environments as it influences and impacts today’s teaching and learning through devices like tablets, be they Android or Apple or any other specifications. It is well-documented that ICTs play an important role in education, and that their use provides more opportunities for teachers and learners to work better in the information age. Indeed, the literature review confirms that the positive impact of ICTs in the classroom can contribute to individual teachers’ belief in the effectiveness of tablets, teachers’ ability to utilise tablets, the enhancement of teachers’ confidence in using tablets, and teachers’ acceptance of tablets as devices for teaching and learning in the classroom. A case study employing both quantitative and qualitative approaches was used in the inquiry. The aim of the case was to probe teachers’ experiences regarding their acceptance of tablets as devices for teaching and learning in their classroom practice. To achieve this aim, the technology acceptance model (TAM) developed by Davis (1989) was adopted as theoretical framework for the study. The TAM’s theoretical constructs of perceived usefulness (PU), perceived ease-of-use (PEU), attitude towards use (ATU) and behavioural intention (BI) were used in designing the questionnaire. The research sample comprised of 80 colleagues from Star High School (pseudonym), which is located in Johannesburg West, Gauteng District 12. A quantitative questionnaire based on TAM constructs was used to determine how these 80 teachers experienced the acceptance of tablets as teaching and learning devices. Subsequently, a qualitative semi-structured focus group interview was conducted with six teachers. Moreover, an observation schedule was used as a qualitative data collection instrument. It was aimed at establishing how teachers use tablets as devices for teaching and learning. The Statistical Package for the Social Sciences (SPSS) – version 21 – was used to analyse the questionnaires. Conversely, content analysis was used to analyse qualitative data. The quantitative findings relating to the PU construct reveal that teachers had a positive experience in terms of the usefulness of teaching with tablets. The latter..