Applying UTAUT Model to Eexplore Primary and Secondary School Special Education Teachers’ Behavioral Intention and Usage Behavior of Integrating Information Technology into Instruction in Penghu

• Main Authors: Chao, Shih-Ping, 趙詩萍
• Other Authors: Lin, Chih-Lung
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/59695185454939336215

碩士 === 國立屏東大學 === 數位學習教學碩士學位學程 === 104 === This study applied UTAUT model to investigate primary and secondary school special education teachers’ behavioral intention and usage behavior of integrating information technology into instruction in Penghu. The study analyzed the differences in performance expectancy, effort expectancy, social influence, and facilitating conditions among different background variables. The differences among performance expectancy, effort expectancy, social influence, and behavioral intention are also compared to investigate their correlation. A questionnaire was applied as research tool for census, and the number of valid questionnaires was 46. The collected data were analyzed through SPSS by descriptive statistics, one-sample t-test, independent-sample t-test, and one-way ANOVA. Based on the results of the study, conclusions were presented as follows. 1. The behavioral intention of primary and secondary school special education teachers to integrate information technology into instruction in Penghu was above moderate. 2. Primary and secondary school special education teachers in Penghu integrated information technology into their teaching commonly, and mobile devices are frequently used as appliance for integration. They integrated information technology into teaching activities most frequently, and integrated least frequently into teaching evaluation. 3. Performance expectancy, effort expectancy, social influence are moderately positive correlated with behavioral intention of primary and secondary school special education teachers to integrated information technology into instruction. 4. The Performance expectancy of primary and secondary school special education teachers to integrate information technology into instruction was above moderate. And there were no significant differences in performance expectancy among different gender and age. 5. The effort expectancy of primary and secondary school special education teachers to integrate information technology into instruction was above moderate. And there were no significant differences in effort expectancy among different gender, age, grade level teaching, classes teaching, work years in special education, education level, backgrounds of special education, information educational training course attending, relevant credits taking, and average hours of working with information appliances. 6. The social influence of primary and secondary school special education teachers to integrate information technology into instruction was above moderate. And there were no significant differences in social influence among different gender, grade level teaching, education level, backgrounds of special education, information educational training course attending, relevant credits taking, average hours of working with information appliances, and voluntariness of use. The social influence differs due to different age and work years of special education. 7. There were no significant differences in facilitating conditions of primary and secondary school special education teachers to integrate information technology into instruction among different age, grade level teaching, classes teaching, work years in special education, education level, backgrounds of special education, information educational training course attending, relevant credits taking, and average hours of working with information appliances.