The Influencing Factors of Teachers’ Intention to use Technology in the Classroom: Case Study of one Smart Campus Environments in Shandong Province, China
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The purpose of this study is to investigate the Factors of Teachers’ Intention to use Technology in the Classroom. The perceived usefulness of smart education technology and the impact of using technology in smart environments. The perceived ease of use and Intention to use technology, and explore whether the actual teaching effect can be improved by the help of perceived usefulness. This provides a clearer outline of the subjective and objective factors influencing teachers' use of technology in smart environments. Drawing upon the Technology Acceptance Model (TAM), this study aims to systematically analyze and identify the key factors that affect Teachers’ Intention to use Technology to improve talent quality and promote sustainable development of smart education technology environment. Specifically, analyze the impact of perceived usefulness and perceived ease of use of Teachers’ Intention to use Technology, and propose strategies to enhance it. The quantitative research design using a questionnaire survey to collect data from the samples consisted of 110 teachers in a university in Shandong province, China. The results indicate that perceived usefulness and perceived ease of use have a positive impact on university Teachers’ Intention to use Technology
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