A Study of Elementary School Music Teachers’ Intention of Using Interactive Whiteboard in the Kaohsiung and Pingtung Counties Based on a Technology Acceptance Model

• Main Authors: Hou, Yu-Tzu, 侯又慈
• Other Authors: Tseng, Shan-Mei
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/23185508217941246520

碩士 === 國立屏東教育大學 === 音樂學系碩士班 === 101 === The purpose of this study is to investigate elementary school music teachers’ intention of using interactive whiteboard in the Kaohsiung and Pingtung counties. In this research, a questionnaire survey is conducted and stratified proportional sampling is used to select 430 elementary school music teachers to participate in this study. There were 366 valid questionnaires, with an overall response rate of 85.11%. The data are analyzed by using statistical methods, such as: descriptive statistics, mean, standard deviation, t-test, one-way ANOVA and structural equation modeling. The major findings of this research are as follows. 1. 70.2% of elementary music teachers in the Kaohsiung and Pingtung counties employ interactive whiteboard related learning; 54.9% of elementary music teachers in the Kaohsiung and Pingtung counties use interactive whiteboard every week. 2. For the music teachers in the Kaohsiung and Pingtung counties, the behavioral intention is directly influenced by the perceived ease of use and attitude; Behavioral intention is not influenced by the perceived usefulness. 3. With different background (gender, age, years of working, professional background, numbers of participants in the interactive whiteboard-related learning, etc.) , there are significant differences in elementary music teachers’ intention to use interactive whiteboard in the Kaohsiung and Pingtung counties. 4. There are significant differences in music teachers’ technological integration abilities in regard to the perceived usefulness, perceived ease of use, attitude toward using and behavioral intention. 5. There are significant differences in music teachers’ administrative support in regard to the perceived usefulness, perceived ease of use, attitude toward use and behavioral intention.