%0 Journal Article
	%A Dina Tareq Ismail and  Alexandria A. Proff
	%D 2021
	%J International Journal of Educational and Pedagogical Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 171, 2021
	%T Exploring Utility and Intrinsic Value among UAE Arabic Teachers in Integrating M-Learning
	%U https://publications.waset.org/pdf/10011932
	%V 171
	%X The United Arab Emirates (UAE) is a nation seeking
to advance in all fields, particularly education. One area of focus for
UAE 2021 agenda is to restructure UAE schools and universities by
equipping them with highly developed technology. The agenda also
advises educational institutions to prepare students with applicable
and transferrable Information and Communication Technology (ICT)
skills. Despite the emphasis on ICT and computer literacy skills,
there exists limited empirical data on the use of M-Learning in the
literature. This qualitative study explores the motivation of higher
primary Arabic teachers in private schools toward implementing and
integrating M-Learning apps in their classrooms. This research
employs a phenomenological approach through the use of semistructured
interviews with nine purposefully selected Arabic teachers.
The data were analyzed using a content analysis via multiple stages
of coding: open, axial, and thematic. Findings reveal three primary
themes: (1) Arabic teachers with high levels of procedural knowledge
in ICT are more motivated to implement M-Learning; (2) Arabic
teachers' perceptions of self-efficacy influence their motivation
toward implementation of M-Learning; (3) Arabic teachers
implement M-Learning when they possess high utility and/or intrinsic
value in these applications. These findings indicate a strong need for
further training, equipping, and creating buy-in among Arabic
teachers to enhance their ICT skills in implementing M-Learning.
Further, given the limited availability of M-Learning apps designed
for use in the Arabic language on the market, it is imperative that
developers consider designing M-Learning tools that Arabic teachers,
and Arabic-speaking students, can use and access more readily. This
study contributes to closing the knowledge gap on teacher-motivation
for implementing M-Learning in their classrooms in the UAE.
	%P 299 - 306