The Intervention Design Of The Teachers' Technology Acceptance In Primary And Secondary School

Information technology has brought a profound impact on education. Overview of domestic and foreign,every country is striving for how to effectively support students'learning and professional development of teachers with Information technology , and how to create a rich Information-based learning environment for students in the digital age.The goal of educational information is to change the teaching methods and learning styles. This require teachers and students to accept and adopt new technology and new concept of teaching and learning brought by new technology. The application of new technology is bound to break the inherent concept of teaching and learning. Thus the new technology will cause conflicts with teachers and students. This situation is prevalent at home and abroad..The students in primary and secondary school need guidance and help from teachers when they're learning.Teachers'acceptance and useness of new technologies have a direct impact on the changes of students'learning styles. Therefore, it is particularly important to study the acceptance behavior of Primary and secondary school teachers. This Paper studies how to intervene the teachers for promoting their acceptance of new technologies, namely, it studies the intervention design of the teachers'technology acceptance in primary and secondary school. Around this theme, this study includs the following aspects:Firstly, the author analyzed the home and abroad research status of teachers'technology acceptance, and analysised the existing problems in literature.Those problems are as the starting for this paper.Secondly, based on theoretical research on technology acceptance,the author constructed a"design research practical framework for teachers'technology acceptance", and mainly discussed the design of intervention system which consisted performance expectancy, effort expectancy, social influence,and facilitating conditions.Thirdly, the author applied the"design research practical framework for teachers'technology acceptance"into practice, and promoted teachers'acceptance of technology by taking interventions.Fourthly, author analyzed the case that teachers apply new technology in a new context and why teachers accept or reject new technology, and summarized the contributing factors of teachers'technology acceptance. Based on experimental and case studies results,the author refined contributing interventions of teachers'technology acceptance.Finally, the author summed up the conclusions,contributions,problems of this paper, and put up some suggestions and ideas for the further studies.