| Summary: | 碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 96 === This study is based on the expanded Technology Acceptance Model(TAM) constructs of perceived usefulness, perceived ease of use and perceived playfulness to investigate teachers’ acceptance of integrating internet into instruction at elementary schools in Taipei. The survey was distributed to 551 teachers and a total of 469 usable responses were obtained. The data were analyzed by reliability analysis, descriptive statistics analysis, one-way ANOVA, correlation analysis and multiple regression analysis.
The results support the conclusion. First, most of the elementary school teachers had positive perceived usefulness, ease of use, and playfulness toward integrating internet into instruction. Second, teachers’ seniority had negative correlations in integrating internet into instruction. Third, with more satisfaction of using internet, teachers had more positive perceived ease of use and integrated more internet into his/her course preparation and teaching activities. Fourth, with more satisfaction of internet connection speed, teachers would integrate more internet into instruction. Fifth, with more satisfaction of enough assistants, teachers had more optimistic opinion toward perceived usefulness, ease of use, and playfulness and integrated more internet into instruction. Furthermore, with more positive perceived usefulness, perceived ease of use and perceived playfulness, teachers would integrate more internet into instruction.
In addition, perceived playfulness is a mediating factor between perceived ease of use and assessment, publishing and sharing. Perceived ease of use is a mediating factor between perceived usefulness and assessment, publishing and sharing. Perceived playfulness is a mediating factor between perceived usefulness and integrating the internet into instruction, assessment, publishing and sharing.
Based on the results from this study, some recommendations for educational administrations, schools and teachers are suggested.
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