資訊科技融入教學對於教師來說造成很大的衝擊，雖然經過了幾年來的磨合，教師們也都開始習慣運用資訊科技融入教學，但科技的改變更新是快速的，當新的資訊科技出現，教師們是否有持續使用更新的資訊科技融入教學的意願?
本研究探討影響使用過資訊科技的教師持續採用更新的資訊科技融入教學意圖之因素。本研究利用態度三層面架構結合IS接受後持續使用模型整合出本研究之研究模型，並根據可用性啟發法解釋在充滿未來不確定性中教師對於新資訊科技的使用意願。本研究以問卷調查法來對教師進行實證研究，共蒐集70份有效問卷，以PLS進行統計驗證。分析後發現「認知有用性」與「滿意度」對「使用新IT融入教學之意圖」有正向且顯著之影響，本研究結果表明了態度對於教師持續使用資訊科技融入教學意圖是有顯著的關係。

The study aim to explore factors that influencing the intention in continue to uses information technology of teachers’ into their teaching. We propose a model that utilizes constructs from the unified theory of the IS continuance model, and habit, to examine the motivation of teachers integrating information technology into their teaching through the tripartite model of attitude, the status quo and the omission bias theories, and the availability heuristic. Questionnaires were used in the study, the total number of subject are 70, and statistical verification by PLS. The main results of the study indicated that Perceived Usefulness, and Satisfaction are positive influence teacher intention using innovative information technology in instruction. The results of the study indicated that the significant correlation between attitude and teacher’s intention to continue using information technology in instruction.

目錄

摘要………………………………………………………………………I
Abstract.…………………………………………………………………III
目錄……………………………………………………………………...V
表次…………………………………………………………………….VII
圖次……………………………………………………………………..IX
第一章 緒論…………………………………………………………1
第一節 研究背景與動機……………………………………………1
第二節 研究目的……………………………………………………3
第三節 研究流程……………………………………………………4
第四節 論文架構……………………………………………………6
第二章 文獻探討……………………………………………………9
第一節 資訊科技融入教育…………………………………………9
第二節 態度………………………………………………………..13
第三節 維持現狀偏誤、遺漏偏誤與可用性啟發法……………..16
第四節 IS接受後持續採用之相關文獻…………………………..18
第五節 習慣………………………………………………………..21
第六節 教師持續採用創新系統之態度…………………………..23
第七節 研究模型…………………………………………………..30
第三章 研究方法…………………………………………………..33
第一節 研究流程…………………………………………………..33
第二節 量表發展…………………………………………………..35
第三節 問卷發放回收與背景資料………………………………..38
第四節 研究實施流程……………………………………………..42
第四章 資料分析…………………………………………………..43
第一節 信度與效度………………………………………………..43
第二節 因果模式驗證與分析……………………………………..46
第五章 研究結論與建議…………………………………………..51
第一節 研究結論…………………………………………………..51
第二節 研究貢獻、研究限制與建議……………………………..54
參考文獻………………………………………………………………..56
中文參考文獻……………………………………………………...56
英文參考文獻……………………………………………………...56
附錄……………………………………………………………………..67

表次

表2-1-1 資訊科技融入教學之定義彙整…………………………..11
表3-1-1 各構面之定義與來源……………………………………..34
表4-1-1 教師持續使用創新IT融入教學之意圖調查問卷……….38
表4-2-1 受測者之基本資料統計表………………………………..41
表4-3-1 研究構面信度分析………………………………………..44
表4-3-2 研究構面之缺別效度分析………………………………..45
表4-4-1 模型路徑係數與假設檢定結果…………………………..49

圖次

圖1-3-1 研究流程……………………………………………………5
圖2-2-1 態度ABC模型……………………………………………13
圖2-4-1 期望確認理論……………………………………………..19
圖2-4-2 IS接受後持續使用模式………………………………….20
圖2-6-1 研究架構模型……………………………………………..31
圖3-3-1 研究實施流程……………………………………………..42
圖4-4-1 研究模型路徑圖…………………………………………..47

參考文獻

中文參考文獻

陳裕隆（2000)。電腦融入教學面臨的困難與挑戰。資訊與教育，第七十七期，頁29-36。


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