Research On The Factors Affecting The Continuous Application Of Information Technology In Primary And Secondary School Teachers Based On ECM-ISC

With the development of Internet technology,educational concepts,educational methods and educational environment have been transformed,and the society has put forward new requirements for personnel training and teachers.Change of state and local government attaches great importance to the education informatization,successively promulgated the education informatization 2.0 action plan and other documents,promote the "three links two platform",and organize to carry out the teachers’ cultivation plan ","district culture" and other measures,to accelerate the education informatization construction in our country,promote the teachers’ information technology normalized and continual application.As the key subject of the education system,the development of teachers’ ability of information technology continuous application and the promotion of educational informatization complement each other.Due to the differences in cultural awareness,infrastructure and other conditions in poor remote areas,teachers’ ability to continue to apply information technology is also uneven.Therefore,it is necessary to explore the influencing factors of teachers in poor areas in the process of continuous application of information technology.As a national-level poverty-stricken county,Mashan county in Guangxi has achieved good results in the process of education informatization construction,such as being awarded as "national cultivation" and "district chapping" excellent cases,and passing the supervision,evaluation and acceptance of the balanced development of compulsory education in advance.Therefore,this study takes Mashan county in Guangxi as an example to explore the influencing factors in the continuous application of information technology among primary and secondary school teachers in poor areas and the mechanism of each influencing factor.This research in information technology application model(ECM-ISC),accept the extension model of technology and information system success theory and perceived cost theory as the theoretical basis,with teaching correlation,expected to confirm,perceived quality,perceived usefulness and satisfaction,IT self-efficacy,social influence,perceived cost,convenience and continuous application intention as independent variables,continuous application behavior as the dependent variable,construction of primary and secondary school teachers’ information technology continues to influence factor model,through questionnaire to collect data.With the help of the Smart PLS tool,the measurement model and structural model of the factors affecting the continuous application of information technology to primary and secondary school teachers were evaluated according to the relevant indicators required by the structural equation model(PLS-SEM).The evaluation results of the measurement model show that the data have good reliability and validity,and the structural model is suitable to explain the factors affecting the continuous application of information technology among primary and secondary school teachers,and the explanatory power of the continuous application behavior is up to 70%.The results show that :(1)the positive assumptions of teaching relevance,expectation confirmation,IT self-efficacy,social impact,convenience,perceived usefulness,satisfaction,and sustainable application intention on sustainable application behavior are all supported,while the negative assumptions of perceived cost on sustainable application behavior are not.(2)among all independent variables,the total effect value of the expected confirmation on the continuous application behavior is the largest,and the teaching correlation is the smallest;(3)perceived usefulness,satisfaction,and intention of continuous application play a partial or complete mediating role.Finally,based on the research results,it provides some enlightenment to the schools and education departments in the poor areas of Guangxi in the planning of educational informatization,and reflects on the limitations of this study and the prospect of future research.