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The purpose of this paper is to investigate undergraduate nursing students’ use of mobile learning (m-learning) and the factors contributing to their use of m-learning.

In total, 586 nursing students from three universities in Ghana participated in this study. Survey questionnaires were used to collect data. Descriptive statistics, sample t-test and multiple regression were used to analyze the data.

The research found that most students owned smartphones. Mobile technology was mainly used for doing homework. The result indicates that gender differences exist in terms of perceived usefulness of m-learning. In addition, age differences exist with regard to the perceived ease of use of m-learning. Furthermore, students showed positive attitudes toward the use of technology. Finally, perceived usefulness and attitudes toward the use of technology predicted students’ intention to use m-learning.

Despite the abundance of research on nursing education in other countries, there is a lack of research on nursing students’ use of m-learning and factors influencing their implementation of m-learning in higher learning institutions in Ghana. This study is important because it provides a clear description of nursing students’ use of m-learning and factors affecting their use in schools. Also, the author suggests that information from this study assists school administrators and nursing educators to understand students’ positions regarding m-learning in classroom.

This paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS).

A cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data.

The findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude.

In technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS.

The purpose of this paper is to explore the ability of the integration of technology acceptance model (TAM) and theory of reasoned action (TRA) to predict and explain university students’ intention to use m-learning in schools.

In total, 487 students participated in this study. A seven-likert scale survey questionnaire which comprised of 23 items was completed by the students. Structural equation modeling was used as the statistical technique to analyze the data.

The study found that the resulting model was fairly able to predict and explain behavioral intention (BI) among students in Ghana. In addition, this study found that attitudes toward use and subjective norm significantly influenced students’ BI to use mobile learning. The model explained 23.0 percent of the variance in BI, 33.8 percent in perceived usefulness and 47.6 percent in attitudes toward use. Of all the three endogenous variables, attitude had the greatest effect on BI.

Although, the above-mentioned models have been adopted in many studies, few or none have combined TRA and TAM as a research framework to predict and explain students’ intention to use m-learning since m-learning is fairly new in educational environments. Therefore, a model that combines all constructs from TRA and TAM was proposed in this study to explore university students’ intention to use m-learning in schools.

The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location.

The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis.

The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations.

The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.

The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana.

A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings.

The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training.

This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.