本研究旨在研究瞭解高雄市國中英語教師電子教科書教學之使用情形,理論基礎為科技接受模式,探討影響電子教科書使用意願的個人背景變項以及對於電子教科書之認知有用性、認知易用性與使用意願之差異情形。本研究以問卷調查方式進行研究,回收有效問卷177 份。所得資料以描述性統計、t 考驗、單因子變異數分析、皮爾森積差相關等統計方法進行分析。本研究獲得之結論如後: 1. 國中英語教師對電子教科書的認知有用性、認知易用性與使用意願均持正面積極的看法。 2. 國中英語教師的年齡、學歷和任教年資對於電子教科書的認知易用性有顯著差異;年齡、學歷和學校規模對於電子教科書的使用意願有顯著差異。 3. 認知有用性與使用意願呈現顯著高度正相關。 4. 認知有用性與認知易用性呈現顯著高度正相關。 5. 認知易用性與使用意願呈現顯著高度正相關。
This study aims to understand junior high school English teachers’ current situation when employing e-textbooks in teaching in Kaohsiung City. It investigated the differences between different backgrounds of teachers based on Technology Acceptance Model. In this research, there are 177 effective questionnaires. These data was analyzed in various statistical methods, including descriptive statistics, t-test, one-way ANOVA,and Pearson product-moment correlation. The results of this study are listed follows: 1. Junior high school English teachers hold positive attitudes toward using E-textbooks among teaching in terms of perceived usefulness, perceived ease of use, and intentions. 2. Junior high school English teachers with different ages,educational backgrounds, and seniorities have significant difference in their perceived ease of use in using e-textbooks in teaching. Different ages, educational backgrounds, and school scales have significant difference in their intentions. 3. Perceived usefulness has highly positive correlations with intentions in using E-textbooks in teaching. 4. Perceived usefulness has highly positive correlations with perceived ease of use. 5. Perceived ease of use has highly positive correlations with intentions in using E-textbooks in teaching.