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Item What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand(Massey University, 2014) Tilton, Josephine AnneAs digital technologies develop and change so do the way these tools are integrated into classrooms. In particular as mobile digital technologies develop further, there is a need to investigate how teachers engage with these both personally and in the classroom. Research has consistently indicated that a key element regarding the use and integration of digital technologies in the classroom are teachers’ underlying beliefs and attitudes, including self-‐efficacy theory. In this study, changes in and factors influencing mobile digital technology self-‐ efficacy are examined using a mixed methods research design. The study focused on the perspective of teachers in their first year of implementing a one-‐to-‐one iPad mini device programme within the context of an international school in Germany. Over the course of the implementation, all teachers reported some increase in the use of the iPad mini in the classroom, regardless of their own personal self-‐efficacy concerning the device. Findings included self-‐efficacy influences such as enactive experiences, modeling and coaching, with enactive experience being a foremost contributor to the development of teacher mobile technology self-‐efficacy. A sense of classroom collective efficacy was also a key finding. This sense of collective efficacy demonstrates a shared confidence between teacher and students in the classroom context regarding the use of the iPad mini devices. Device affordances in student organisation, differentiation (by difficulty and interest), and the encouragement of student agency were also evident as additional findings in the data, and contributed to the teachers’ perceived value of the iPad mini device.Item Influences on the adoption of mobile technology by students and teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Systems at Massey University, Albany, New Zealand(Massey University, 2011) Mac Callum, Kathryn SusanTechnology offers new possibilities to provide effective teaching and learning. One of the most recent technologies that has ignited considerable interest by educators is mobile technology. Mobile technology has been quickly adopted in everyday life, and it is common for most people to have, and carry, a mobile device with them at all times. In addition these mobile devices are becoming more and more powerful and taking over tasks that would normally be done on traditional PCs or laptops (Dawabi, Wessner, & Neuhold, 2004). Researchers have started to explore the way mobile technology can be harnessed in the educational arena (see for example Attewell & Gustafsson, 2002; Cobcroft, Towers, Smith, & Bruns, 2006; Seppälä & Alamäki, 2003; Traxler, 2009; Zawacki-Richter, Brown, & Delport, 2009; Zeng & Luyegu, 2011). Despite the interest, little is known about the factors that will impact student and educator adoption of mobile learning. Current studies into mobile learning are mainly small scale trials and pilots with most focussing on student adoption. Factors that affect the mobile learning adoption by educators seem to have been largely ignored. To address this gap in the literature, the present study has developed two models of student and educator adoption of mobile learning. The models posited that the perceived ease of use and usefulness of mobile technology would mediate the relationship between self-efficacy beliefs, motivation and level of self-direction of students and the intention of students and educators to adopt mobile learning. A total of 446 students from three tertiary institutes and 196 educators from all New Zealand completed a survey that identified their learning and teaching-related beliefs and attitudes, their intentions to adopt mobile learning, and their perceptions of using mobile technology to support their learning and teaching. The study found that educators and students are influenced by different factors to adopt mobile learning. Specifically, it found that the self-efficacy beliefs, motivation and selfdirectedness (students) had varying degrees of influence on ease of use and usefulness perceptions of mobile learning, and overall intention to adopt it. The study also found evidence to suggest that these factors may differ between students of different ages, genders and institute types they attend. The study also provides recommendations to educators, researchers, learning designers and institutes who wish to implement mobile learning into their curriculum to accommodate and encourage adoption.