為協助學生因應數位知識經濟時代的挑戰，全球政府與名學無不積極推動數位教學應用；被稱為科技之島的台灣亦不例外，透過鼓勵與示範，一度讓行動載具輔助教學蔚為風尚，但多年推動後卻發現實際整體導入的速度未如預期。
為對此一現象進行探究，本研究從教師角度出發並以科技接受模型為基，針對宜蘭縣國中小教師進行問卷調查，探討教師對利用行動載具輔助教學的意圖，並尋找潛藏在背後但嚴重影響採用意圖的內外部因素。透過389份回收問卷的分析，本研究發現科技接受模型可有效解釋國中小教師採用行動載具輔助教學的意圖；其中，因行動載具已成為日常生活一環，認知有用相較於認知易用，成為影響教師採用與否的關鍵。至於在影響教師認知前因的部分，相較於組織與個人因素，本研究發現工作攸關性係最重要的前因。而這些發現，如和訪談所得比對，除有效證明本研究模型可有效協助判讀不同背景之國中小教師的採用意願外，亦間接詮釋政府採鼓勵政策進行數位教學應用的推動時，無法有效全面觸動教師主動採行意願的現況。
最後，本研究除了希望藉此對科技接受模型的適用情境與適用性提供反饋外，在實務意涵上，則針對鼓勵國中小教師導入行動載具輔助教學議題，對校方與政府未來推動策略提出建議。
To prepare students for challenges in the digital-oriented knowledge economy, school administrators and government leaders worldwide have strongly emphasized proper integration of technology into curriculum design and classroom activities. Similar practice is also found in Taiwan. However, although IT in education has significantly increased and demo cases of e-learning are widely applied and introduced in Taiwan, the adoption and diffusion rate of e-learning is underperformed, surprisingly.
Owing to the fact that teachers are the key player in ensuring the effective integration of technology in teaching and learning, to investigate the problem mentioned above, this study focus on understanding the influence of internal and external factors on teachers' technology acceptance. A simplified technology acceptance model (TAM) is applied. The authors collected data from teachers of elementary and junior high schools in Yi-Lan; 389 validated responses are received and applied for analysis. According to the data, the simplified TAM, together with the proposed external factors, performs well in determining teachers’ intention of technology acceptance under this context. In other words, teachers appear to consider a rich set of factors in initial acceptance but concentrate on fundamental determinants (i.e., perceptions) when determining their usage intention. Moreover, job relevance plays a relative important role in determining the level of perceptions of teachers, comparing with that of organizational factors and that of individual factors motivation. Based on our findings, practical implications and suggestions for schools and governments for promoting e-learning practices are made in the end of this thesis.
