An investigation of teacher's beliefs and attitudes regarding the use of tablet computers as a pedagogical tool in teaching practical studies (Electricity and Electronics) in Kuwait Intermediate Schools

Abstract

Tablet computers facilitate and augment learning in and beyond the conventional classroom, which is considered as seamless learning, free from time and space boundaries. These portable devices are increasingly being integrated in Kuwaiti schools and consequently there is the need to ascertainhowteachers’ pedagogical and epistemological beliefsinfluence their decisions to integrate tablet computers for teaching in Kuwaiti schools. This inquiry is grounded in the theoretical frameworks of the Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK). The study establishes the factors influencing teachers’ initial adoption of tablet computers, their impact on teachers’ pedagogical approaches, and the challenges teachers’ face. A mixed-methods exploratory-cum-explanatory research design was employed to acquire both qualitative and quantitative data. Research instruments used included questionnaires, interviews and observations. Questionnaires were administered to a sample of 150 intermediate school teachers from one school district. A sample of 15 teachers was selected for interviews. The 15 teachers were also observed in their classrooms. Quantitative data was analysed using the statistical package for social sciences (SPSS) version 21 software while qualitative data was thematically analysed.This study found that the teachers' perceptions of affordances and constraints of the technology may have developed over time and through the use of the devices in their classroom practices. Although the teachers had varied self-efficacy beliefs, they had positive attitudestowards theuseoftablet computers. Findings also suggest that the teachers’ TPACK fostered skills to use these devices and that they could support authentic assessment and promote student-centred learning. Furthermore, the study considersthat policymakers lack clarity in pedagogical understanding and as result inadequate policies were hindering rather than enabling tablet computer integration in schools. Although most findings reinforce what is already known about the field, this study is unique as these results are new for Kuwait and possibly more widely for the Middle East. The study recommends that policymakers provide increased support for teachers and encourage schools to put in place mechanisms that improve teachers’ attitudes towards emerging technologies. Additionally, it recommends that teachers should be provided relevant and targeted in-service training programmes to enhance their skills and knowledge in order to integrate tablet computers into their teaching practices to effectively support a student-centered learning paradigm.

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ORCID for William Woollard: orcid.org/0000-0002-4518-0784

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