| Summary: | 碩士 === 國立彰化師範大學 === 資訊管理學系所 === 97 === The researcher hoped, through this study, to find out what the influential factors behind elementary school teachers using digital teaching materials, as a reference for decision-making and policy implementers to come up with a better digital teaching materials that satisfied teacher’s need. It used the structure of “Decomposed Theory of Planned Behavior (DTPB), and integrated it into a scale from the policy implementers points of view, hoping to locate the major influential factors that affect elementary school teachers the willingness of using digital teaching materials. According to the examined structure and collected information, this study was able to understand the factors affecting the willingness to use the digital teaching materials, and provide as a foundation for policy implementers to modify its implementation patterns.
The present study was taking the elementary school teachers in Taichung County, Taiwan, as subjects for convenience sampling. The acquired data then proceeded with statistical analysis by SPSS software. The results are as follow: 1) The influential factors that affect the willingness for using digital teaching materials can be generalized as “attitude” and “perceived behavioral control.” 2) From the external variable analysis, the researcher realize that it is “perceived usefulness” and “compatibility” that show significant influences on “attitude”. And that it is the “peer influence” and “superior influence” that proved to be having significant influences on “subject norm”, as well as “self-efficacy” and “facilitating conditions” significant influence the “perceived behavioral control”.
In order to motivate the users to increase their behavioral intentions for using digital teaching materials and then enhance the teaching effectiveness, the authority should provide with efficient work shops during implementing teaching with digital materials. In addition, it should also make teachers understand what the digital teaching materials may achieve on teaching, with an eye to letting teaching practice it more for better using it. By way of this, the perceived usefulness and self-efficacy for teachers using digital teaching materials may be increased, furthermore also increase the willingness for using digital teaching materials.
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