[1]任秀华,翟 娜.高校课堂教学中教师信息技术接受行为调查研究[J].远程教育杂志,2012,(02):084-90.[doi:10.15881/j.cnki.cn33-1304/g4.2012.02.012]
 Ren Xiuhua,Zhai Na.An Empirical Research of Information Technology Acceptance Behaviors of Teachers in College Classroom Teaching[J].Distance Education Journal,2012,(02):084-90.[doi:10.15881/j.cnki.cn33-1304/g4.2012.02.012]
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高校课堂教学中教师信息技术接受行为调查研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2012年02期
页码:
084-90
栏目:
深度阐述
出版日期:
1900-01-01

文章信息/Info

Title:
An Empirical Research of Information Technology Acceptance Behaviors of Teachers in College Classroom Teaching
作者:
任秀华 ; 翟 娜
1.北京航空航天大学 首都高等教育发展研究基地,北京 100191;2.对外经贸大学 教务处,北京 100029
Author(s):
Ren Xiuhua ; Zhai Na
1.Research Center for Capital Higher Education Development, Bei Hang University , Beijing 100191; 2.Academic Affair Office, The University of International Business & Economics, Beijing 100029
关键词:
技术接受模型信息技术任务技术匹配模型课堂教学
Keywords:
Technology acceptance model Information technology Task-technology fit Classroom teaching
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2012.02.012
文献标志码:
A
摘要:
课堂教学中教师合理接受信息技术,能有效发挥信息技术使用效能,提高课堂教学效果。为探讨课堂教学中影响教师信息技术接受行为的主要因素,技术接受模型(TAM)和任务技术匹配模型(TTF)被引入到了教师信息技术接受行为模型的构建中,并进行了实证分析。分析结果表明:教学经验、教学效能感、技术特性、教学环境、任务技术适配度对教师的易用认知有显著影响;易用认知、任务技术适配度对教师有用认知有显著影响;有用认知和易用认知对教师信息技术接受意向有影响。研究结果从实证角度为教师合理接受信息技术提供了依据。
Abstract:
Appropriate acceptance of information technology can improve using efficiency and teaching effectiveness in classroom teaching. Purpose to investigate the influence factors on teachers acceptance behaviors of information technology, model of acceptance behaviors of information technology in classroom teaching is proposed on the basis of technology acceptance model and Task-Technology Fit. Furthermore, the theoretical model and relative hypotheses are verified. The result shows that, teaching experience, teaching self-efficacy, technology characteristics, teaching environment, and task-technology fit positively influence teacher’s perceived ease of use; perceived ease of use and task-technology tit positively influences teacher’s perceived usefulness; both teacher’s perceived ease of use and perceived usefulness positively influence intention to acceptance. The results supply evidence for appropriate acceptance of information technology.

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备注/Memo

备注/Memo:
基金项目:本文系北京市教育科学规划课题“高校课堂教学中教师信息技术接受行为研究”(编号CJA09136)阶段性成果之一,并受北京市哲学社会科学规划项目“首都高校课堂教学中信息技术使用效能研究”(编号: 11JYC012)资助。
更新日期/Last Update: 1900-01-01