The Analysis Of Factors Affecting The Information Technology Use Intention Of Rural Junior Middle School Teachers

In the era of education informationization 2.0,information infrastructure and resource construction have undergone many changes,and primary and secondary schools across the country generally have multimedia classrooms.However,information technology has not played a very important role in the education field as expected.Through literature analysis and field research,it is found that the ability of rural junior middle school teachers to use information technology is generally low,and their low willingness to use information technology has become the main reason hindering the role of information technology.As we all know,information technology will continue to break through and innovate with the development of different eras,which makes teachers need to go through a very complicated process to use it for teaching.In such a complicated process,the willingness of teachers to use technology is inevitably affected by many factors.Therefore,in order to find out the reasons for teachers’ low willingness to use information technology,we need to conduct an in-depth analysis of the factors affecting them.This study uses a combination of qualitative research and empirical research to conduct research,mainly including the following parts:First,qualitative research.Based on relevant literature,interviews with relevant experts and front-line teachers and combining with UTAUT,IDT and TPACK,factors were extracted and predicted,which influence teachers’ willingness to use information technology in rural junior middle schools.On this basis,a structural model of influencing factors is built,including process factors: TPACK,attitude and willingness to use;external influencing factors: performance expectations,community impact,effort expectations,convenience conditions,student situation and teaching content;adjustment factors: gender,age,teaching age,education background,proficiency.Second,empirical research.Firstly,based on the results of qualitative research,a hypothetical model of the factors is proposed,which affects the willingness of rural junior middle school teachers to use information technology.Secondly,questionnaire survey and collect data.Then,the structural equation model is used to analyze the data.Finally,the hypothesis is verified,and the theoretical hypothesis model is revised to obtain the various influencing factors,structure and quantitative relationship of rural junior middle school teachers’ willingness to use information technology.Third,the findings and recommendations.Summarize the research results and propose a number of strategies: introducing easy-to-use and appropriate information technology;adding training related to information technology;paying attention to the differences in the use of information technology among rural junior middle school teachers;and creating a good information technology teaching environment;improving teachers’ TPACK level based on self-efficacy.