Biancarosa, GinaDe Clercq, Celine2019-09-182019-09-182019-09-18https://hdl.handle.net/1794/24936The increase of mobile devices (iPads, tablets) in classroom learning brings excitement to the learning environment. Previous research regarding mobile devices in educational settings focused on new technology's relationship to student engagement. However, it is equally important to understand driving factors in teachers’ choices to engage with technology. The current study utilizes the modified Technological Acceptance Model (TAM) as proposed by Sanchez-Prieto et al. (2016). The study validates the proposed scale and analyzes the correlation between engagement with professional development (PD) and the use of the KinderTEK math application in classrooms. An aggregate correlation showed significant results from the mobile anxiety subscale MA = .874, p = .023. The lower administrators’ anxiety scores were, the higher usage of the application in classrooms associated with their schools. Participation in PD was too low to draw any significant conclusion. The current study provides insights into systems of support for teachers utilizing technology.en-USAll Rights Reserved.Application UsageAttitudesClassroomElementary MathProfessional DevelopmentTechnology IntegrationElectronic Thesis or Dissertation