ABSTRACT

For scaling up pedagogical innovation with information and communications technology (ICT), governments around the world put a concerted effort into teachers’ acceptance of ICTs and the actual use of ICTs for instruction, yet there is limited literature about the conceptual framework of teachers accepting the ICTs and their usage for instruction typically in the Asia-Pacific region. To fill such gaps in the current literature, this study aims to construct a conceptual model of teachers’ effective practice of ICT-based instruction under a mandatory context in the Philippines based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Through a survey conducted by 305 secondary school teachers in the Philippines, this study revealed that performance expectancy (PE), effort expectancy (EE), social influence (SI) and education policy (EP) have significant effects on teachers’ behavioural intention to use ICTs (BI) and BI, teachers’ ICTs use habit (IUH) and facilitating conditions (FCs) have positive effects on the actual use of ICTs for instruction. The study then recommends a series of actions to improve research and policy on teachers’ use of ICT-based instruction.

摘要

为了利用信息和通信技术 (ICT) 扩大教学创新，世界各国政府齐心协力研究教师对 ICT 的接受程度以及 ICT 在教学中的实际使用，但关于教师接受 ICT 的概念框架的文献有限ICT 及其在亚太地区的教学应用。为填补当前文献中的此类空白，本研究旨在基于技术接受和使用统一理论 (UTAUT) 模型，构建一个教师在强制性背景下有效实践基于 ICT 的教学的概念模型。通过对菲律宾 305 名中学教师进行的调查，这项研究揭示了绩效预期（PE）、努力预期（EE）、社会影响（SI）和教育政策（EP）对教师使用ICTs的行为意向（BI）和BI有显着影响，教师ICTs使用习惯（IUH）和促进条件（FCs）对实际使用ICTs有正向影响用于教学的 ICT。然后，该研究建议采取一系列行动来改进关于教师使用基于 ICT 的教学的研究和政策。