教师信息技术使用的影响因素 和调节效应的研究——基于UTAUT模型

Research on the Factors and Moderators of Teachers’ Acceptance of Technology: Based on the UTAUT Model

信息素养水平的高低直接影响到信息化教学的效能和效果，探索影响教师在教学中使用信息技术的因素是很有必要的。该文搜集了我国中东西9个省份和直辖市1423中小学教师的调查数据，以接受和使用技术的统一理论模型为基础，引入区域、城乡和校际差异三个调节变量，建构量化模型，探寻影响我国教师使用信息技术的因素及调节变量的调节效应。研究结果表明，UTAUT模型适用于我国国情，教师信息技术使用的努力期望、绩效期望、社群影响和便利条件对教师信息技术使用意愿和使用行为存在显著的积极影响。区域、城乡和校际差异调节作用显著，信息化发展落后地区(比如中西部、农村和非重点学校)所受的调节作用更加显著。该研究从国际视角论证了UTAUT模型的文化适应性，对我国学者应用国外相关研究成果奠定了一定的理论基础，同时为我国政府提出的需求性差异服务给予了可操作性建议。

Teachers’ information literacy can directly affect their teaching efficiency and quality， so it is necessary to explore the factors that can influence teachers’ use of technology in teaching. The study collected questionnaire response data of 1423 primary and secondary teachers from 9 provinces and municipalities in the west， middle and east area of China. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) as a framework， and considered “regions of east， middle and west”， “urban and rural areas”， and “levels of schools” as moderators， trying to find out what factors and to what extend that the moderating effects the three moderators took. The result showed that the UTAUT model could be applied in the context of teachers’ acceptance of technology in China. Teachers’ effort expectancy， performance expectancy， social influence and facilitating conditions positively significantly influence teachers’ use of technology in China. In addition， the three moderators played significant roles in these relationships， especially for the disadvantageous such as middle and west regions， rural area， and non-key schools. The study contributed the adaption of UTAUT model from cross-culture perspective， and provided theoretical foundation for Chinese scholars to utilize the related research finding originated from western culture. Further， the study provided practical suggestions for Chinese government to propose targeted services to teachers with different needs.