Assessing How Faculty Adopt Mobile Technology: A Cluster Analysis of Knowledge, Self-Efficacy, and Attitudes

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-8 - Technology in Teaching and Teacher Education

Abstract

This study examined distinct profiles among higher education faculty based on their knowledge, self-efficacy, perceptions of ease of use and usefulness, attitudes towards teaching and learning, and resistance in relation to using mobile technology for teaching courses. Cluster analysis was conducted using 44 intervention and 39 control faculty. Findings suggested five groups, labeled as follows: uninformed non-adopters, open-minded dreamers, skeptics, believers, and confident enthusiast. As a result of participating in the semester-long professional development, intervention faculty in three clusters (open-minded dreamers, skeptics, believers) increased on their knowledge, self-efficacy, and attitudes. This study showed the ways in which professional development can be helpful for the different groups of faculty. Educational implications will be discussed in the full paper.

Authors

• Cory Cowan, California State University - Fresno

• Mariya Yukhymenko, California State University - Fresno