A Study On Teachers’ Willingness To Use Digital Teaching Materials In Compulsory Education

Promoting the digital transformation of education is a trend for the future development of education,and it is also an ambition and responsibility that teachers should have.As an important period in the digital transformation of education,the construction and teaching application of digital teaching materials is the basis for leveraging the digital transformation of classroom teaching.Guangxi introduced digital teaching materials for compulsory education in 2020,and it has been more than two years since the teaching of digital teaching materials was introduced,and the large-scale application of digital teaching materials has entered the application and popularisation stage.However,whether the teaching of digital teaching materials can be successfully implemented and popularized is highly related to teachers’ willingness to use them.On this basis,this study discusses the factors influencing teachers’ willingness to use digital teaching materials and the interrelationships between them,taking teachers of compulsory education in Guangxi region as the research target.This study adopted the literature research method,survey method and data analysis method to conduct research in the following aspects:(1)The current status of research on digital teaching materials in primary and secondary schools at home and abroad,existing domestic and international theoretical models related to the factors influencing teachers’ willingness to use digital teaching materials and technology acceptance were sorted out and reviewed,and on this basis,the influencing factors on whether teachers at the compulsory education stage are willing to use digital teaching materials were proposed.(2)Based on the relationship between each influencing factor and the UTAUT theoretical model as the research framework,the initial model influencing teachers’ willingness to use digital teaching materials at the compulsory education stage was constructed,and 14 model hypotheses were proposed.(3)With reference to existing questionnaire measurement scales,the dimensions of questionnaire measurement were determined,and a questionnaire on teachers’ willingness to use digital teaching materials at the compulsory education level was designed and prepared,and an electronic version of the questionnaire was sent to teachers who had used digital teaching materials in various regions of the Guangxi Zhuang Autonomous Region,and 504 valid questionnaires were finally collected.(4)The survey data were statistically analysed using SPSS26.0 software,and the correctness of the initial model and the rationality of the model hypotheses were tested and modified using AMOS24.0software to obtain the final model and hypothesis test results.The results of the study showed that(1)performance expectation had a direct positive effect on attitude toward use and willingness to use;(2)community influence positively affected performance expectation and teacher TPACK,respectively;(3)resource matching positively affected teacher TPACK;(4)teacher TPACK had a positive direct effect on performance expectation and willingness to use;(5)attitude toward use had a positive direct effect on willingness to use;(6)different gender differed significantly in resource matching,teacher TPACK and attitude towards use;(7)teachers with IT proficiency differed significantly in teacher TPACK and attitude towards use;and(8)region of teaching was a moderating variable affecting resource matching and attitude towards use.To enhance teachers’ willingness to use digital teaching materials in compulsory education,this study proposes the following recommendations: pay attention to the differences between urban and rural education and strengthen the integrated development of educational resources;pay attention to teachers’ needs and improve their TPACK levels;carry out regular teaching research activities to exert community influence;and formulate corresponding incentive policies to correct teachers’ attitudes towards using.