Research On Primary And Secondary School Teachers’ Acceptance Of Interactive White Blackboard Based On The Theory Of TAM

With the rapid development of Informational technology, a variety of new multimedia technologies attempt to change the traditional classroom, accompany which technology and curriculum integration has been raised to an unprecedented height. Under the governments’ encouragement and support, schools are equipped with advanced teaching facilities. Interactive whiteboard is one of them which rise in recent years. It is sought after education experts for its improvement of classroom interactive, easy to operate and strong in teaching material preseation. It operates as the integration of the blackboard and the computer, much easier than other technologies, closer to the traditional media. Though government has invested substantial financial and human resources for primary and secondary to equip whiteboard, however, its usage in school is not well. It is common that the devices is shelved or wasted in classroom, teacher adoption of the device varies widely. In the process of introducing technology into class, teacher plays a key role in making it effect. The issue of teachers" acceptance of technology is the main point of promoting new technology in schools, hence it is necessary to research on teachers’acceptance of technology.Firstly, the thesis analyzes the different types and stages of teachers in the process of accepting new technology, summarize the factors influencing teachers’intention. On the basis of analysis, technology acceptance model (TAM) is introduced as a analytical framework, which explors its meaning and development threads. Secondly, observes teachers’behavior and interview some of them to learn of their attitude towards whiteboard, obstacles encountered as well as surrounding environment factors, then combining with the technology acceptance model, build teachers’acceptance model about whiteboard. Thirdly, develops a questionnaire with good reliability and validity. After the investigation of181primary and secondary school teachers, all of the assumptions in the model are tested by multiple regression and variance analysis. The finding are as following:1) perceived usefulness, subjective norm and image are the main factors affecting the use of intention;2) perceived ease of use has no direct impact on the use of intention, but a significant impact on the perceived usefulness;3) subjective norms have a significant effect on the perceived usefulness and image, it is noteworthy that the group incentive also has a datively large impact on the image;4) self-efficacy and resources conditions have a significant effect on the perceived ease of use. Moreover, gender, age, discipline taught have different impact on some factors.In the thesis, both of qualitative and quantitative research methods are used to reveal the factors that influence teachers in adopting the whiteboard, and illustrate the inherent relationship among them, give a scientific reference for people to understand teachers’ technology acceptance behavior, provide strategic support for the promotion of whiteboard in school.