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The unique characteristics of smart mobile devices have the great potential to enrich the teaching and learning experience. A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. The purpose of the present paper attempts to examine teachers' background variables, such as age and gender, with respect to whether and to what extent they influence the use of mobile devices in class. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find and understand teacher acceptance of smart mobile devices better. Data were collected from 125 pre-service teachers who were studying in a one-year programme of pedagogical training in Greece. Results revealed that pre-service teachers have positive opinions about mobile devices. There is no gender and age difference regarding the purpose for using smart mobile devices. Implications of the findings and limitations along with future research directions are also discussed.
Stamatios Papadakis (Mon,) studied this question.