2015．第43卷第2期（Vol. 43 No. 2）．pp. 145–172
Using the Technology Acceptance Model to Examine Teachers’ Acceptance and Use of Interactive Whiteboards for Instruction
羅藝方、楊淑晴、吳妹容（Yi-Fang LUO, Shu-Ching YANG, & Mei-Rong WU）
The strong and diverse interactive functions of interactive whiteboards (IWB) are the main factors for the education sector in accepting, adopting and promoting IWB for instruction. This study, using the technology acceptance model as the theoretical basis, explored the relation between teachers’ use of IWB functions and their acceptance of IWB for instruction. The high interactivity of IWB has been regarded as a key factor to enhance the effectiveness of teaching and learning. Nevertheless, this study found that although the advanced functions of IWB have higher interactive features, they cannot effectively predict “the perceived usefulness” of IWB for instruction. Furthermore, although teachers have confidence in the use of IWB, they still tend to use the basic functions even more than the advanced functions. As for the interaction during instruction, teachers also tend to interact between themselves and the IWB instead of among themselves, the machine and students. However, it is the latter kind of interaction that can really help students participate in the classroom. Finally, based on the findings and discussions of this study, recommendations are suggested for educational practice and future research.
Keywords: interactive whiteboard; IWB for instruction; technology acceptance model; teaching interaction