| Summary: | 碩士 === 中華大學 === 企業管理學系 === 106 === In response to the dawn of the digital era in the 21st century, the school teaching scenehas gradually become integrated into related IT quipment. From previous studies, it has been shown that teachers' use of innovative IT in teaching can improve students' learning effectiveness and teacher's teaching effectiveness. From the digitalization of simple textbooks, through the use of information multimedia audio and video effects, the convenience and speed of Internet information retrieval, and a large number of computer memory and computing functions, the traditional classrooms that were originally only one- way teaching by teachers can be transformed into teachers. A digital classroom with effective learning. In addition to the 21st century, it is also an era of big data. However, this research smart classroom system is not only a digital classroom. Teachers can use the intranet (intranet) to manage the mobile devices, push materials, and collections used by students. Students learn the results, can carry out tests at any time and immediately grasp the powerful features of the answer (IRS) situation, and evolve into smart classrooms where teachers and students can effectively interact and learn.
This study is based on the facets of the Integrated Technology Acceptance Model (UTAUT2) and discusses the key factors that influence teachers' use of “smart classrooms”. Gender, teaching years, school positions and teaching subjects are used as interference variables in order to provide relevant schools with The reference for Smart Classroom. After analysis, it was found:
1.There was no significant correlation between gender and seniority and the number of weekly use of smart classrooms; there was a significant correlation between teaching subjects and the number of weekly use of smart classrooms.
2.There is a significant correlation between gender and the use of smart classroom functions; there is no significant correlation between seniority and number of smart classrooms.
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