自民國90年起推行九年一貫教育政策以來，各校之教學資訊設備大幅增加，而各版本教科書出版商也提供許多教學輔助光碟及資訊輔助教學網站，令教師無須擔心時間及資訊能力不足而無法做出適當的課程教材。然而，教師是否在這些充要條件補足了之後，就善用這些資訊科技於教學之上，一直令人懷疑。
本研究試圖以TTF、IDT及TPB理論整理一架構模型，試圖探討不同地區之班級教師在已具有教學資訊設備的情形下，哪些因素對教師使用這些設備於實際教學具有最大的影響力。並瞭解教師實際使用這些設備於教學之時間比例。
本研究經問卷調查法，採用結構方程模式(SEM)對作為分析工具，收集資料進行量化分析後發現：創新知覺特性確實顯著的影響教師的行為態度。而行為態度、任務/科技配適度亦會正向影響使用意願，繼而影響使用行為。且不同類型之教學資訊設備確實會影響教師的使用意願及實際使用行為，但不同地區之教師在使用教學資訊設備的態度、意願及實際使用行為上則無顯著的區別。

Since we have implemented 9 years Integrated Education Policy in 2001, every school has increased of their educational systems and IT equipments tremendously. Many of textbooks even come with CAI and online teaching resources. This prevents teachers the worry about lack of time and resources for preparing teaching material. Although, the teacher has all these materials, we are still not sure whether the teachers are incroperating those technologies appropriately in their teaching.
In this study, based on the theory of TTF, ITD and TPB, we try to conclude a model to finding out at different school districts, which has sufficient equipments and technolo-gies, the effects on teachers who are using those technologies in their teaching . Also to understand the proportion of time teachers are actually using those technologies to prompt learning.
A questionnaire developed on the basis of SEM was used to survey on the partici-pants of this study. According to the results of date analysis, innovation and conscious-ness of design have more major and positive influence to teachers' teaching attitude. Efficiency, teaching resources and motivation of technologies would also have direct impact to users' acceptance and interest and further effects the usage of the material. Also, different types of the teaching resources greatly affects the willingness and usage on the teachers. However, there is no any significant difference in willing of using those technologies in teaching at different location.

中文摘要　 ．．．．．．．．．．．．．．．．．．．． iii
英文摘要　 ．．．．．．．．．．．．．．．．．．．． iv
誌謝辭　　 ．．．．．．．．．．．．．．．．．．．． v
內容目錄　 ．．．．．．．．．．．．．．．．．．．． vi
表目錄　　 ．．．．．．．．．．．．．．．．．．．． viii
圖目錄　　 ．．．．．．．．．．．．．．．．．．．． x
第一章　　緒論 ．．．．．．．．．．．．．．．．．． 1
　　第一節　　研究背景與動機 ．．．．．．．．．．．． 1
　　第二節　　研究目的 ．．．．．．．．．．．．．． 5
　　第三節　　研究範圍與研究限制 ．．．．．．．．．． 6
　　第四節　　研究流程 ．．．．．．．．．．．．．．． 7
第二章　　文獻探討 ．．．．．．．．．．．．．．．． 8
　 第一節　　教學資訊設備 ．．．．．．．．．．．．． 8
　　第二節　　運用資訊設備於教學 ．．．．．．．．．． 16
　　第三節　　任務科技配適理論 ．．．．．．．．．．． 22
　　第四節　　創新擴散理論 ．．．．．．．．．．．．． 26
　　第五節　　科技使用之行為理論 ．．．．．．．．．． 34
第三章　　研究方法 ．．．．．．．．．．．．．．．．． 43
　　第一節　　研究架構 ．．．．．．．．．．．．．．． 43
　　第二節　　研究假說 ．．．．．．．．．．．．．．． 48
　　第三節　　變數操作性定義與衡量 ．．．．．．．．． 52
　　第四節　　問卷設計 ．．．．．．．．．．．．．．． 57
　　第五節　　研究對象與抽樣方法 ．．．．．．．．．． 62
　　第六節　　統計與分析方法 ．．．．．．．．．．．． 63
第七節 前測施行與結果分析 ．．．．．．．．．． 70
第四章 研究結果分析 ．．．．．．．．．．．．．．． 74
第一節 樣本基本資料分析 ．．．．．．．．．．． 74
　　第二節　　信度與效度分析 ．．．．．．．．．．．． 76
　　第三節　　模型適配度指標分析 ．．．．．．．．．． 83
　　第四節　　假設的驗證與解釋 ．．．．．．．．．．． 93
　　第五節　　不同地區及設備之使用差異 ．．．．．．． 98
　　第六節　　小結 ．．．．．．．．．．．．．．．．． 104
第五章 結論與建議 ．．．．．．．．．．．．．．．． 107
第一節　 結論 ．．．．．．．．．．．．．．．．． 107
　　第二節　　研究發現 ．．．．．．．．．．．．．．． 109
　　第三節　　後續研究建議 ．．．．．．．．．．．．． 111
　　第四節　　對實務上的建議 ．．．．．．．．．．．． 112
參考文獻　 ．．．．．．．．．．．．．．．．．．．．． 114
附錄　　研究問卷 ．．．．．．．．．．．．．．．．．． 128

一、中文部份

王宗立，吳文雄(2006)，整合性工作／科技配適度模式之研究—以學生學習工作與協同科技為例，中華管理評論國際學報，9(2)，1-23。

何榮桂(2002)，台灣資訊教育的現況與發展-兼論資訊科技融入教學。資訊與教育，87，22-47。

吳明隆(2005)，SPSS 統計應用學習實務：問卷分析與應用統計(2版)，台北巿：知城數位科技。

吳莉欽(2002)，電腦網路學習環境的理念與問題，教育資料與圖書館學，39(4)，441-455。

吳鬆亮(2004)，國小教師使用教學網站行為意圖影響因素之探究，樹德科技大學資訊管理研究所未出版之碩士論文。

李文雅(2003)，TAM與TTF 整合模式之驗證：以乙級電腦軟體應用技術士為例，雲林科技大學資訊管理系研究所未出版之碩士論文。

沈亞梵(1996)，教學媒體自製與應用，台北：師大書苑。

周 彥(2006)，由創新擴散理論探討大專英文教師使用電腦輔助語言教學之信念，國立交通大學英語教學研究所未出版之碩士論文。

周永記(2003)，教師教學使用資訊科技意願之研究，國立高雄師範大學未出版之碩士論文。

周立軒(2005)，網誌的使用者與使用行為之研究，私立元智大學資訊傳播研究所未出版之碩士論文。

周彥(2005)，由創新擴散理論探討大專英文教師使用電腦輔助語言教學之信念，國立交通大學英語教學研究所未出版碩士論文。

林進興(2005)，自由軟體使用意願之研究，私立東吳大學資訊科學研究所未出版之碩士論文。

林東清，孫培真，徐景智(2000)，影響資訊系統使用者抗拒行為之原因：以計畫行為理論為基礎之整合研究，資訊管理研究，2(2)，1-26。

邱志忠(2002)，國小教師運用資訊科技融入學科教學之教學策略研究，國立高雄師範大學工業科技教育研究所未出版之碩士論文。

邱郁文，施東河，林益民(2007)，系統特性、任務特性與電腦自我效能對個人線上學習行為傾向影響，電子商務學報，9(2)，235-266。
邱家範(2000)，高雄市資源回收行為整合模式，中山大學公共事務管理研究所未出版之碩士論文。

邱皓政(2003)，結構方程模式LISREL的理論、技術與應用。台北市，雙葉書廊。

邱瓊慧(2002)，中小學資訊科技融入教學之實踐，資訊與教育，88，3-9。

洪燕竹(2004)，資訊科技在教育上應用的新趨勢[線上資料]，來源：http://www.haes.cy.edu.tw/cy-sa/pro/pro/p1/page1.htm[2004, May 10]

夏如春(2002)，國小課程使用資訊科技關鍵成功因素之探討～從資訊教師的觀點。國立中正大學資訊管理研究所未出版之碩士論文。

康介瑋(2005)，以任務技術配適度理論探討K12數位學校學習績效之研究，私立大葉大學資訊管理研究所未出版之碩士論文。

張祖忻(1995)。課程設計：基本原理與方法。台北：五南圖書出版社公司。

張鈞垣(2005)，影響組織內工作者採用即時通訊軟體因素之研究，國立中正大學資訊管理研究所未出版之碩士論文。

張霄亭、朱則剛(1999)。教學媒體。台北：五南。

教育部(2001)，中小學資訊教育總藍圖，[線上資料]，來源：http://masterplan.educities.edu.tw/conference/total.shtml#3[2007, October 9]

許玲瑛、黃秀慧(2004)，對技職院校教師應用資訊科技教學的研究，樹德科技大學資訊管理研究所未出版之碩士論文。

郭鴻儀(1997)，國小教師科技與與素養課程目標之研究，國立高雄師範大學工業科技教育系研究所未出版之碩士論文。

陳正閔(2006)，任務-科技適配對Blog使用績效之研究，私立東吳大學企業管理研究所未出版之碩士論文。

陳淑英(1993)，教學媒體：理論與實務，台北市：文景。

黃芳銘(2002)，結構方程模式理論與應用，台北：五南。

楊正甫、戴維舵(1991)，使用者觀點之資訊系統績效評估模式，管理科學學報，8(1)，109-118。

楊永芬(2005)，國民小學教師創新接受傾向與資訊科技融入教學接受程度之相關因素研究-以台北市資訊重點學校為例，國立中央大學學習與教學研究所未出版之碩士論文。

楊深耕(2001)，塑造學習社群的學校，社教雙月刊，104，28-34。

葉旭榮(1997)，志工參與行為意向模式的建構及其在志工人力資源招募的應用一以老人福利機構志工招募為例，國立中山大學公共事務管理研究所未出版之碩士論文。

賈智仁(2004)。結合創新理論與計劃行為理論以探討行動多媒體物件之採用，國立暨南國際大學資訊管理研究所未出版之碩士論文。

鄒景平(2005), 美國學習科技應用的新趨勢與啟示， 台大教與學期刊電子報，(31)， [線上資料]，來源：http://edutech.ntu.edu
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鄭培華(2004)，國民小學資訊系統採用行為之研究，國立中正大學資訊管理學系碩士論文未出版之碩士論文。

二、英文部份

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