What are the influences on teacher mobile technology self-efficacy within secondary school classrooms?


  • Jo Tilton Bonn International School
  • Maggie Hartnett Massey University




self-efficacy, technology self-efficacy, mobile digital technologies, collective efficacy, modelling, one-to-one devices, international school


As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools—both personally and professionally. Research has consistently shown that teachers’ underlying beliefs and attitudes (particularly their self-efficacy beliefs) are key elements that influence use and integration of digital technologies in the classroom. In this paper, changes to and factors influencing teachers’ mobile digital technology self-efficacy beliefs, and their subsequent classroom use of devices, are examined in the context of a one-to-one iPad mini device programme in an international school. Results indicate that all of the teacher participants reported an increase in the use of the iPad mini in the classroom, partly as a result of students’ development of collective efficacy. As well as this collective efficacy, which supported the increased use of devices, other factors supported the development of teacher self-efficacy. These included modelling and coaching from colleagues, but mastery (or actual experience) was the foremost contributor to the development of teachers’ mobile technology self-efficacy. This study revealed that allowing teachers time to experience mastery in relation to mobile technology use, and having access to expertise (both colleagues and students), were key elements in building self-efficacy for teachers over time. Perceptions of device value and device affordances were also identified as factors that fostered the development of self-efficacy and subsequent mobile device implementation and use.

Author Biographies

Jo Tilton, Bonn International School

Jo Tilton is a secondary school Visual Art, Digital Media Arts and Theory of Knowledge teacher who has taught in four countries. Currently, she is a part-time Educational technology integration coach, and a full-time classroom teacher in Germany. Jo is also an Apple Professional Development Trainer and a Google Certified Educator. She is interested in helping teachers develop confidence in using technology in education, as well as how technology can effectively augment collaborative learning and creativity.

Maggie Hartnett, Massey University

Dr Maggie Hartnett is a senior lecturer at Massey University where she teaches in the areas of e-learning and digital technologies. She is programme coordinator for the postgraduate e-learning programmes and is associate editor of the New Zealand based Journal of Open, Flexible and Distance Learning. Her research interests include motivation and engagement in digital environments, teaching and learning with digital technologies, learner support, and spaces for e-learning.