An Investigation of Teacher Intention to Adopt and Integrate Tablets Into Pedagogical Practices

Introduction

There are beginning to be some changes in pedagogical activities due to the growth of technology. The world is fast becoming a global village where virtual learning helps different societies connect (Mohd Basar, Mansor, Jamaludin, & Alias, 2021). In education, healthcare, business activities, and politics, among different fields, the use of emerging technologies cannot be undermined. That COVID-19 emerged in the year 2019 also made educational processes to be more demanding (Mukhtar, Javed, Arooj, & Sethi, 2020). Learners' usage of the internet and virtual learning devices increased due to the pandemic. This is to help facilitate learning regardless of the lockdown rules. Since the close of the pandemic, pedagogical activities have become highly computerised (Hill, Peters, Salvaggio, Vinnedge, & Darden, 2023). The question, however, is whether teachers have the right skills to use and adopt emerging technologies, especially tablets in teaching students. There is also the need to ensure that educators have the right training and computer literacy to use mobile phones for teaching and learning activities. This discourse therefore dwells on teachers’ intention to adopt and integrate tablets into pedagogical practices. The different areas that will be covered include the conceptualization of mobile learning in the 21^st-century classroom; teachers’ intention to adopt tablets for pedagogical activities; factors militating the effectiveness of tablets for learning; as well as the ways to promote mobile learning in the 21^st-century classroom. These are comprehensively discussed using empirical and theoretical frameworks as the study unfolds.