教師使用Youtube影音分享網站行為意圖之研究

The Study of Teacher’s Behavioral Intention on Adopting Youtube Video Sharing Website

隨著網際網路的快速發展，透過網路尋求教學資源成為教師進行教學設計、提升教學品質的方式之一。然而資訊科技日益精進，教學資源日漸豐富多元。大量的動態影片、教學媒體透過網路傳輸，使人人方便取得，教師也能善用這些影片資源促進學生學習之成效。本研究以Davis（1989）所提出的科技接受模式（Technology Acceptance Model, TAM）為理論基礎，旨在了解「資訊品質」、「教師資訊素養」、「認知有用性」、「認知易用性」與國小教師使用Youtube影音分享網站「行為意圖」的關係。本研究採用問卷調查法，以桃園市國小教師為抽樣對象。資料分析方法採用迴歸分析方法，研究結果發現「資訊品質」與「教師資訊素養」皆顯著影響「認知有用性」與「認知易用性」；且由於「認知有用性」與「認知易用性」的中介影響，使「資訊品質」與「教師資訊素養」間接影響教師對Youtube影音分享網站的使用意願。

With the rapid development of Internet, and teachers use the internet to search instructional materials in order to design and enhance teaching quality. Information technology is growing in popularity and instructional materials available through the internet are content-rich and varied. Therefore both students and teachers benefit from the ease of delivery of diverse teaching materials. The study based on the Technology Acceptance Model from Davis (1989), and explores the relationships among information quality, teachers' information literacy, perceived usefulness, perceived ease of use and ＂teachers' behavior intention＂ to use YouTube video sharing website. The study was conducted by means of questionnaire survey, 240 teachers were randomly sampled from public elementary schools in Taoyuan City. Among the collected questionnaires, 203 were valid. The collected data was analyzed by regression analysis. Based on the analyzed results, the research concluded that the information quality and teachers' information literacy have the remarkable effect on perceived usefulness and perceived ease of use. Moreover, because of the intervening effects of perceived usefulness and perceived ease of use, information quality and teachers' information literacy indirectly affected teachers' behavior and intention to use YouTube Video Sharing Website.