A Study on Quality of Electronic Supplementary Teaching Aids Effecting Intention To Use and Teaching Belief - Kaohsiung Elementary School Teachers as an Example

• Main Authors: Hui-Shan Yeh, 葉惠珊
• Other Authors: Chen -Kuo Yu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/59884448183316281647

碩士 === 樹德科技大學 === 資訊管理系碩士班 === 101 === Information technology has easy, fast, versatile, and no bounbary nature. It gradually changes people''s habits and practices, and human use information technology has increased significantly in both maners and breadth. Traditional ways of reading paper books are no longer unique channel of educating the next generation, more and more teachers are in the process of imparting knowledge, changing the way of teaching and learning. With the popularity of information technology, textbook publishers provide convenient electronic textbooks for teachers to use in teaching, hoping to meet the needs of teachers teaching. This research attempts to understand how the quality of electronic supplementary teaching aids effect on elementary school teachers '' intention to use and teaching belief. Research framework refers to technology acceptance model and information system success model. System quality,teaching material quality, interactive quality, perceive usefulness, perceive ease of use, intention to use and teaching faith are used as variablses in order to explore relationships between each other. Kaohsiung primary school teachers will serve as research objects for data collection, analysis and verification of hypothesis. The analysis was informed: (1) teachers identify themselves with the quality of electronic supplementary teaching aids is higher, they will perceive more easier to use it. System quality, materials quality and interactive quality of electronic supplementary teaching aids are key elements of for teaching success on site. (2) teachers identify themselves with usefulness of electronic supplementary teaching aids is higher, their intention to use is higher. (3) teachers identify themselves with usefulness of electronic supplementary teaching aids is higher, their teaching belief is higher.