Constructing acceptance model of educational policy for ICT: Using teachers’ self-efficacy of e-teaching and their attitude toward new ICT as external variables

• Main Authors: Chih-Min Tsai, 蔡志敏
• Other Authors: Jon-Chao Hong
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/ffe323

博士 === 國立臺灣師範大學 === 工業教育學系 === 102 === The purpose of this study is to construct an acceptance model of educational policy for information technology, AMEPIT, based on the perspectives of stakeholders. In order to verify the conceptual model AMEPIT, this study explored the correlates of two policy acceptance models, AMEPIT1 and AMEPIT2, respectively by using two external constructs, teachers’ self-efficacy of e-teaching and the attitude toward new information technologies, and checked the model fitness. Quantitative data were collected by questionnaires survey of teachers at Primary and Secondary Schools in Taiwan, and there were 372 valid samples were returned. The models AMEPIT1 and AMEPIT2 were verified by the SEM (structural equation modeling) and it indicated that both models have good fitness. One result of this study revealed that the explanatory power of AMEPIT1 is 49.4% and the same explanatory power with AMEPIT2 is 49.4%. In addition, to developing the new acceptance model of ICT educational policies, this study was based on the expectancy–value theory to verify the interrelatedness between external variables, self-efficacy in e-teaching and attitude toward new information technologies were positively correlated to policy understanding and perceived ease of policy applied to teaching respectively; policy understanding was positively associated with perceived ease of policy applied to teaching; policy understanding and perceived ease of policy applied to teaching were positively associated with students’ learning effectiveness; and students’ learning effectiveness was positively correlated to attitude towards the policy acceptance. This study also emphasized the importance of the new external variable, the attitude toward new ICT, in the policy acceptance model for ICT. Furthermore, this study provided the other avenue to regulate the problem why “sold more use less”, which usually encountered during the ICT policy implementation. The other result was to disclose that ICT benefit to students’ learning effectiveness would be a crucial intervening variable in the AMEPIT models. It indicates that teachers usually have a great expectancy for the policies from which, they hope, would induce an expected yielding value to help them apply the policies to their teaching for the purpose of prompting students’ learning effectiveness. Results in this study also include the reveal that there is no significant difference in all constructs of the AMEPIT model in teachers’ gender. And teachers at the schools located in the rural area got a lower value than those in other areas. Mentors will have a lower value in all constructs of the AMEPIT model than the others. In future, this study will be expanded by using the different external variables in the AMEPIT model, or applying this model to another educational policies or public polices, or developing the integrated application with the other models.