The IAFOR Journal of Education
Technologies & Education Special Edition
Technologies & Education Special Edition 2015

The IAFOR Journal of Education
Technologies & Education Special Edition
Technologies & Education Special Edition 2015

The IAFOR Journal of Education
Technologies & Education Special Edition
Technologies & Education Special Edition 2015

In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and
educators to teach. This paper investigates the acceptability of a mobile classroom manager among
teacher educators in Central Visayas, Philippines. Specifically, this paper presents findings from
an empirical investigation on the level of perceived usefulness and ease of use of the mobile
classroom manager. A total of 383 responses from 76 private and public higher education
institutions were included in the analysis. The instrument used in data gathering was a survey
questionnaire adopted from the first Technology Acceptance Model by Davis (1989).
The study reveals that a mobile class record application is highly useful as perceived by the
respondents (x
̄
= 5.48). A mobile class record application is also perceived to be good in terms of
its ease of use (x
̄

= 5.32). The result implies that the respondents will assuredly accept and use the
mobile tool in their classroom. It can be concluded that teacher educators will strongly adopt the
proposed instructional tool and integrate it into their teaching and learning activities. It is highly
recommended that the mobile classroom manager application will be developed in accordance with
the teaching practices of the teacher educators.
Keywords: ICT in education;
mobile learning; mobile technology; technology acceptance model.

Bernard Montoneri
Vasileios Paliktzoglou