Factors Influencing Middle School Teachers' Willingness to Use Interactive Whiteboards in Huaibei, China
Keywords:
Interactive Whiteboard, Technology Acceptance Model, Middle school teachersAbstract
Purpose: This study aims to explore the key factors influencing middle school teachers' intention to use interactive whiteboards in teaching by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) model, Innovation Diffusion Theory (IDT), and the Technological Pedagogical and Content Knowledge (TPACK) framework, in order to support the deep integration of technology and educational practices. Research design, data and methodology: Using quantitative research methods, this study investigated 269 teachers from 5 middle schools in Huaibei City, Anhui Province through questionnaire surveys. Data analysis was conducted using SPSS 26.0 and AMOS 26.0, including descriptive statistics, confirmatory factor analysis, and structural equation modeling. Results: The results indicate that attitude, performance expectancy, and effort expectancy are the main factors influencing behavioral intentions. Computer self-efficacy and TPACK ability also have significant impacts, while social influence is relatively weak and facilitating conditions have not yet formed an effective driving force. Conclusions: Teachers' behavioral intentions follow a three-level influence mechanism of "intrinsic drive - ability transformation - environmental assistance". This study proposes strategies to promote the transformation of interactive whiteboards from passive adaptation tools to active innovation engines, thereby enhancing teachers' willingness to use them and facilitating the deep integration of technology and teaching.
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