The Empirical Study On Use Behavior Of Information Technology By Kindergarten Teacher

With the continuous progress of the times,people's desire for knowledge is also increasingly strong,in the face of information technology for the community to bring high-speed development,education is not to be outdone,and strive to find new life,especially kindergarten teachers The reasons for the positive use of a number of information technology use behavior,therefore,reasonable analysis and exploration of kindergarten teachers of information technology use behavior and put forward practical basis and recommendations,but also contribute to the steady development of kindergarten modernization.In addition,China's Ministry of Education in October2013 promulgated the "Ministry of Education on the implementation of the national primary and secondary school teachers in the application of information technology capacity to enhance the views of the project" to promote the development of information technology applications on the evaluation of teachers,in May 2014,Primary school teacher information technology application ability standard(Trial)"(kindergarten reference implementation),the standard that information technology application ability is the information society teachers essential professional ability.Obviously,it is very necessary to study the influencing factors of kindergarten teachers 'information technology use behavior and improve the application ability of kindergarten teachers' information technology.Based on this idea,this paper expounds the theoretical basis of the technology acceptance model(ie,TAM model)and the task technology adaptation model(ie,TTF model)which is suitable for the research on the use of information technology of kindergarten teachers.From various aspects,The Kindergarten teachers' information technology usage behavior influence model(K-IUI model),and then put forward the suggestions for improving the ability of the main influencing factors.details as follows:First of all,the study takes the special group of kindergarten teachers as the object,analyzes its task characteristics and technical characteristics.On the basis of reviewing the theory and research process of TAM,TTF and information technologyuse behavior,(PE),use intention(UI),and use behavior(UB),including seven factors,such as(TTF),external factors(E),individual factors(I),and perceived usefulness(PU),perceived ease of use(PEOU)K-IUI model.Them,eight hypotheses are put forward for the seven variables of the K-IUI model in the empirical study.The questionnaire on the use of the information technology of the kindergarten teachers is designed.The kindergarten teachers who are currently working in the kindergarten for 3-6 year olds are enrolled in the education and teaching profession.373 valid questionnaires were collected,and the data were analyzed by IBM SPSS Statistics 19.0 statistical analysis software,including reliability analysis,validity analysis,correlation analysis,regression analysis and difference analysis.And finally draw the following conclusions:First,the study of the proposed eight assumptions,the results show that H1,H5,H6,H7,H8 hypothesis is established,H2-H4 hypothesis is not established.That is,the appropriateness of task technology adaptively affects the perceived usefulness of kindergarten teachers 'information technology use behavior;individual factors positively affect the perceived ease of use of kindergarten teachers' information technology use behavior;kindergarten teachers information technology use behavior perceived usefulness positive The use of children's information technology to use the behavior of the perception of ease of use of the positive impact of the use of children's information technology use intention;the use of children's information technology use intention of the positive impact of kindergarten teacher information The use of technology.Second,the study not only to verify the hypothesis,but also from the data that 1.Task technology fit,individual factors as external variables not only through the perception of usefulness and perceived ease of use on the use of behavior,but also through the use of intent The external factors and individual factors not only through the TAM model of easy to use,useful perception affect the use of behavior,but also a direct impact on the occurrence of behavior;3.Through the correlation analysis of data that external factors And perceived usefulness,perceived ease of use and no correlation,external factors will affect personal factors,will directly affect the use of behavior.That is,the external factors affect the individual factors of the kindergartenteachers;the appropriateness of the task technology affects the intention of the use of the information technology of the kindergarten teachers;the individual factors positively affect the use intention of the kindergarten teachers' information technology use behavior;Affect the use of children's teachers in the use of information technology;external factors affect the use of early childhood teachers information technology behavior.Third,the study revised the final K-IUI model on the basis of the first and second points.Fourth,the relationship between perceived usability(PU),perceived ease of use(PEOU),use intention(UI),use behavior(UB)and kindergarten teacher's characteristics,kindergarten kindergarten,The difference of ICT teaching time among preschool teachers makes rational reasoning and analyzes the reason.Finally,the study takes the K-IUI model as the basic theoretical model,and discusses the information use behavior of kindergarten teachers from the three main influencing factors of the model,and puts forward the suggestion of improving the information technology ability of kindergarten teachers in order to improve the kindergarten teachers The information technology ability to enhance the practice system.