Applying cloud computing (CC) in education is a great opportunity to globalize knowledge with the minimum costs and maximum accessibility. This study aims to understand and predict teacher intention to use cloud commuting as infrastructure in Smart education.
This was a cross-sectional study in which faculty members’ perception concerning CC services adoption in education were assessed based on the extended model of theory of planned behavior, by researcher-developed questionnaire (a = 0.9). Collected data were analyzed by regression analysis and the final model was tested by structural equation modeling.
Attitude towards the behavior, perceived behavior control and privacy; had direct and significant associations with faculty members’ intention to use CC. However, subjective norms (p = 0.311) and security (p = 0.505 ) were not significant predictors of intention to use CC.
The results of this study elucidate the critical factors associated with teacher’s behavioral intentions toward CC services and also serve as a valuable reference for education sector to plan for the better use of these services. The presented model can be considered as best practice framework for adapting cloud commuting as infrastructure in education. Applying CC services in education is great opportunity and should be subsequently the major concern of educational organizations. This study clearly identified significant and non-significant factors that should be considered when successful implementation on could computing services is in progress.
This study was supported by TUOMS.
Conflict of interest: The authors declare no conflict of interest.
Asadi, Z., Abdekhoda, M. and Nadrian, H. (2019), "Understanding and predicting teachers’ intention to use cloud computing in smart education", Interactive Technology and Smart Education, Vol. 17 No. 1, pp. 14-27. https://doi.org/10.1108/ITSE-05-2019-0019Download as .RIS
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