A Study of Motivation and Acceptance of Elementary and Junior High School Teachers’Integrating Information into Instruction

• Main Author: 蘇英吉
• Other Authors: 溫嘉榮
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/52808724449927964327

碩士 === 國立高雄師範大學 === 資訊教育研究所 === 92 === The purpose of this study is to explore the difference and impact of the motivation for participating in Information Capability Testing, acceptance of the introduction of information technology to teaching, and the degree of use and willingness of information for teachers from different backgrounds. Application of information technology to teaching, as a result, is examined. To begin with, the research topic has been developed through the discussion of literature review; furthermore, based on the theories on motivation of adult learning and a model of information technology acceptance, the research structure and questionnaires have been designed. Next, questionnaires have been emailed to teachers in several junior high and elementary schools with entry-level certification issued by Information Capability Testing for Teachers, Kaohsiung City. Two hundred and thirty two valid responses have been collected with a validity of 66.3%. Through statistically compiling and analyzing the raw data, the research results are as follows: 1. Gender, Internet experience and information study hours are variables to significant differences of technology application behaviors among teachers at junior high and elementary schools. The respondents with five to eight years of Internet use have the strongest acceptance in applying information technology to teaching. 2. The examination of the influence of participation motivation on the perceived ease of USE reveals that professional advancement has significant influence on perceived easiness of use. 3. The examination of the influence of participation motivation on the perceived ease of USE reveals that external expectation, social welfare and professional advancement are significant variables. 4. Use willingness can effectively predict use degree. Cognitive interest, social welfare and perceived ease of use have significant positive relationships with use willingness.