Teachers’ Use Intention of Multimedia Instruction Resources among Rural Primary Schools in China
Affiliation(s)
Southwest University, Chongqing, China. Chongqing Youth Vocational and Technical College, Chongqing, China.
Southwest University, Chongqing, China. Chongqing Youth Vocational and Technical College, Chongqing, China.
ABSTRACT
Based on Technology Acceptance Model (TAM), this research imports the degree of Computer Self-Efficacy, Resource Appropriateness, Superior Support and Convenience to Use into TAM, constructs Structural Equation Model to study the factors of teachers’ use intention of multimedia instruction resources among rural primary schools in Chongqing China. Structural Equation Modeling reveals that teachers’ resource using doesn't follow the TAM exactly. In one hand, the influence of Perceived Ease of Use is not notability, on the other hand, the Superior Support, Perceived Usefulness and Resource Appropriateness are very significantly, especially, the degree of Superior Support is the most important.
Based on Technology Acceptance Model (TAM), this research imports the degree of Computer Self-Efficacy, Resource Appropriateness, Superior Support and Convenience to Use into TAM, constructs Structural Equation Model to study the factors of teachers’ use intention of multimedia instruction resources among rural primary schools in Chongqing China. Structural Equation Modeling reveals that teachers’ resource using doesn't follow the TAM exactly. In one hand, the influence of Perceived Ease of Use is not notability, on the other hand, the Superior Support, Perceived Usefulness and Resource Appropriateness are very significantly, especially, the degree of Superior Support is the most important.
Cite this paper
Mao, C. & Hu, X. (2013). Teachers’ Use Intention of Multimedia Instruction Resources among Rural Primary Schools in China. Creative Education, 4, 620-625. doi: 10.4236/ce.2013.49089.
Mao, C. & Hu, X. (2013). Teachers’ Use Intention of Multimedia Instruction Resources among Rural Primary Schools in China. Creative Education, 4, 620-625. doi: 10.4236/ce.2013.49089.
References
[1] Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In: J. Kuhl, & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). Heidelberg: Springer. [2] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. doi:10.1016/S0148-2963(98)00015-0 [3] Chau, P. Y. (2001). Influence of computer attitude and self-efficacy on IT usage behavior. Journal of End User Computing, 13, 26-33. doi:10.4018/joeuc.2001010103 [4] Chen, Y. (2005). The usage of technology acceptance model in webbased education. The Chinese Journal of ICT in Education, 2, 72-73. [5] Chongqing statistical year book 2012. http://www.cqtj.gov.cn/tjnj/ 2012/indexch.htm [6] Compeau, D., & Higgins, C. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19, 189-211. doi:10.2307/249688 [7] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319340. doi:10.2307/249008 [8] Gong, M., Xu, Y., & Yu, Y. C. (2004). An enhanced technology acceptance model for web-based learning. Journal of Information Systems Education, 15, 365-374. [9] Hua, Y.-D. (2008). Using TAM to explore children’s moodle learning behavior-taking an issue of computing education as example. Taichung: TungHai University. [10] Stoel, L., & Lee, K. H. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13, 364-374. doi:10.1108/10662240310501649
[1] Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In: J. Kuhl, & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). Heidelberg: Springer. [2] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. doi:10.1016/S0148-2963(98)00015-0 [3] Chau, P. Y. (2001). Influence of computer attitude and self-efficacy on IT usage behavior. Journal of End User Computing, 13, 26-33. doi:10.4018/joeuc.2001010103 [4] Chen, Y. (2005). The usage of technology acceptance model in webbased education. The Chinese Journal of ICT in Education, 2, 72-73. [5] Chongqing statistical year book 2012. http://www.cqtj.gov.cn/tjnj/ 2012/indexch.htm [6] Compeau, D., & Higgins, C. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19, 189-211. doi:10.2307/249688 [7] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319340. doi:10.2307/249008 [8] Gong, M., Xu, Y., & Yu, Y. C. (2004). An enhanced technology acceptance model for web-based learning. Journal of Information Systems Education, 15, 365-374. [9] Hua, Y.-D. (2008). Using TAM to explore children’s moodle learning behavior-taking an issue of computing education as example. Taichung: TungHai University. [10] Stoel, L., & Lee, K. H. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13, 364-374. doi:10.1108/10662240310501649