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An Investigation on the Development of Informatization Ability of Teachers by Applying the Technology Acceptance Model

机译：技术接受模型对教师信息化能力发展的调查

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This study applies the Technology Acceptance Model (TAM) as basic theoretical framework to analysis the informatization ability of teachers in No.53 Middle School of Changchun. And the study applies the six factors (external variables, adjustment variables, perceived usefulness, perceived ease of use, attitude towards using and behavioral intention) of the TAM model to evaluate the development of informatization ability of teachers. Each factors are evaluated through interviews of the teachers in No.53 Middle School of Changchun. The results of the interviews and the investigation identify three solutions applied by No.53 Middle School conform to the TAM model: Firstly, the method of making up study groups of young and old teachers conforms to individual differences of external variables in the TAM model; Secondly, information technology training in No.53 Middle School is a convenient condition of external factors in the TAM model. Thirdly, Micro-curriculum competition conforms to experience factors of adjustment variables. These three solutions have positive effect on teachers' perceived usefulness and perceived ease of use, and then the three solutions have a positive impetus to the development of informatization ability of teachers. The investigation also identifies two solutions don't conform to the TAM model: Firstly, teachers use free resource platform; Secondly, recruit more information technology teachers.
机译：本研究以技术接受模型（TAM）为基本理论框架，对长春市第五十三中学教师的信息化能力进行了分析。这项研究运用了TAM模型的六个因素（外部变量，调整变量，感知的有用性，感知的易用性，使用态度和行为意图）来评估教师的信息化能力的发展。通过对长春市第五十三中学的教师进行访谈，对每个因素进行评估。访谈和调查的结果确定了53号中学采用的三种解决方案均符合TAM模型：第一，青年教师和老教师学习小组的组成方法符合TAM模型中外部变量的个体差异；其次，第五十三中学的信息技术培训是TAM模型中外部因素的便利条件。第三，微课程竞争符合调整变量的经验因素。这三种解决方案对教师的感知有用性和易用性产生积极影响，然后这三种解决方案对教师信息化能力的发展具有积极的推动作用。调查还确定了两种不符合TAM模型的解决方案：第一，教师使用免费资源平台；第二，教师使用免费资源平台。其次，招募更多的信息技术教师。

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