以科技接受模式探討國小資源班教師實施資訊科技融入教學之意願

A Study of the Willingness of the Special Education Resource-Room Teachers in Elementary Schools to Integrate Information Technology into Instruction Based on Technology Acceptance Model

本研究以科技接受模式（Technology Acceptance Model，TAM)為理論基礎， 旨在探討國小資源班教師實施資訊科技融入教學的意願。本研究對象為台灣地區 國小身心障礙不分類資源班教師，以自編《國小資源班教師實施資訊科技融入教 學意願量表》為蒐集資料的工具，透過分層叢集取樣方式，共發出546份問卷， 有效樣本共293份，有效樣本回收率為53.7°%，並以t檢定、單因子變異數分析、 積差相關、逐步多元迴歸進行統計分析。主要研究發現：1.不同服務年資、每週 授課總時數、研習時數的國小資源班教師在「教學意願全量表」有顯著差異。2. 國小資源班教師對實施資訊科技融入教學的知覺有用性、知覺易用性與科技接受 知覺與其教學前、教學中及教學後意願達極顯著相關。3.以「知覺有用性」與「知 覺易用性」為重要的預測變項。二個變項，可解釋整體教學實施意願為43.3%。

The purpose of this study was to investigate the willingness of the special education resource-room teachers in elementary schools to integrate information technology into instruction through the perspective of Technology Acceptance Model. The samples of the survey contained the resource-room teachers in elementary schools in Taiwan. The research instrument was a questionnaire， self-edited by the researcher，entitled “the willingness of the special education resource-room teachers in elementary schools to integrate information technology into instruction” The subjects were drawn by the stratified cluster sampling method from the special education resource-room teachers in elementary schools. The total valid questionnaires were 293. The collected data were analyzed by a number of statistical techniques such as one-way ANOVA， t-tests，Pearson5 product-moment correlation and stepwise multiple regression. The major findings of this study were as follows: 1.There was a significant difference in the willingness of the special education resource-room teachers in elementary schools to integrate information technology into instruction resulting from the different teaching years， different weekly teaching hours， and different workshop hours of these resource-room teachers. 2. There was a significant positive correlation among the Perceived Usefulness， Perceived Ease， and the willingness of the special education resource-room teachers in elementary schools to integrate information technology into instruction. 3. Both the Perceived Usefulness and Perceived Ease within TAM can explain the 43.3 percent variance of the willingness of the special education resource-room teachers in elementary schools to integrate information technology into instruction.