The Relative Research of Elementary and Junior High School Teachers’ Acceptance of Innovation and Technology in Interactive Electronic Whiteboard －Take Demonstrative School in Pintung County as the Example

• Main Authors: CHOU SHIH HSIUNG, 周士雄
• Other Authors: Zhi-Long Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/33dy4u

碩士 === 國立屏東教育大學 === 教育科技研究所 === 97 === Interactive electronic whiteboard is a well developed assistant technology. In view of its small number of schools in using, the main purpose of this study is to investigate teachers’ acceptable degree of innovation and technology, including perceived usefulness, perceived ease of use, intention, and attitude toward application, when employing interactive electronic whiteboard in teaching. In addition, the involved teachers are from the elementary and junior high schools in Pingtung County and with different backgrounds in terms of gender, age, educational level, and position in job. In this research, questionnaire survey method is conducted and 801 questionnaires are issued. Consequently, there are 570 valid questionnaires and the overall response rate is 71.16%. Moreover, the data is analyzed in various statistical methods, including standard deviation, T-test, one-way ANOVA and linear regression. The findings of the study are as follows: 1. There are significant differences in the gender of teachers to the acceptance of innovation and technology (perceived usefulness, perceived ease of use, intention, and attitude toward application). 2. There is no significant difference in varied age groups to the acceptance of innovation and technology (perceived usefulness, perceived ease of use, intention, and attitude toward application). 3. There are significant differences in teachers’ educational level to the acceptance of innovation and technology in behavioral intention and attitude towards application. The result of the teachers with postgraduate degrees receives the highest. 4. There are significant differences in teachers’ positions in schools to the acceptance of innovation and behavioral intention. The result of teachers with administrative work and chiefs receives the highest, and that of classroom teachers results in the lowest. 5. There is no significant difference in teachers’ teaching years to the acceptance of innovation and technology (perceived usefulness, perceived ease of use, intention, and attitude toward application). 6. There are significant differences in teachers’ varied technological integration abilities to the acceptance of innovation and technology (perceived usefulness, perceived ease of use, intention, and attitude toward application). 7. The behavioral intention is greatly influenced by the acceptance of innovation, perceived usefulness, and the attitude toward using. Moreover, perceived ease of use also has positive effect on perceived usefulness. Furthermore, perceived usefulness and perceived ease of use also positively influence the attitude toward using.