Research On Influence Factors Of Pre-service Teachers’ Information Technology Acceptance Degree Based On Technology Acceptance Model

With the development of educational information process continuously, a variety of advanced information technologies are constantly introduced into the field of education and teaching. To some extent, the application of information technology is gradually changing the traditional teaching model, while providing unprecedented support for the realization of new ideas, new methods. In the government’s encouragement and support, schools purchase advanced information technology equipments in succession, in order to build a good teaching and learning environment for teachers and students. However, the effectiveness of any information technology depends primarily on the attitude and behavioral intention of its users. In school education, teachers are the guide for students, they are the key for playing the final effect of technology. Therefore, the problem of teachers’ technology acceptance has become the key problem in the promotion of new technologies in the school.Every year the tens of thousands of normal students enter into the new teachers, pre-service teachers as teachers of tomorrow, if during the training they have produced positive cognitive and behavioral intention on the use of information technology, which is bound to affect their technology acceptance and adoption behavior in future education and teaching. However, the relevant surveys show that the current number of normal students’ behavioral intention of information technology is not strong, even with the existence of resentment. So what causes pre-service teachers exclude the use of information technology, even have low degree of enthusiasm to information technology; and what are the influence factors of pre-service teachers IT usage behavior. It’s necessary to make depth inquiry on these issues.Technology acceptance theory focuses on the information technology acceptance behavior of users, and be able to make a reasonable prediction to the influencing factors of information technology acceptance behavior. In this study, we read relevant literature at home and abroad, and systematically sort out the research and theoretical basis of technology acceptance, on this basis, take the Technology Acceptance Model (TAM) and Task Technology Fit Model (TTF) as the basic framework, combined with the Theory of Reasoned Action (TRA), the Theory of Planned Behavior(TPB) and related social research of the social cognitive psychology field, to build the theoretical model of pre-service teachers’ IT usage behavior intention influence factors. Based on the constructing model and the above theory, combined with the actual technical environment and the research object characteristics, we do operational definitions for the variables and make theoretical research assumptions.In this study, we adopt the questionnaire, select the normal students of Southwest University those have experience in the use of information technology as the survey objects to implement research. We take advantage of the social science statistics software SPSS 19.0 and the structural equation model statistics software Amos21.0 to make descriptive statistical analysis, reliability and validity analysis, path analysis, and multi-group analysis, to validate the model and test the hypotheses.The path analysis results show that:task technology fit, computer self-efficacy, subjective norm impact on the pre-service teachers’IT usage behavior intention; task technology fit and subjective norm have a direct influence on behavior intention or have an indirect impact on it by perceived usefulness;computer self-efficacy technology has an indirect effect on behavioral intention through task technology fit. Multi-group analysis results show that:gender, experience, education have a significant regulation to part of the hypotheses.Through the above theoretical analysis and empirical research, this study proves the intention mechanism of pre-service teachers’use of information technology and the key factors that influence technology acceptance, and corrects the IT behavioral intention model, on this basis, proposes appropriate strategies and recommendations to promote further information technology acceptance of pre-service teachers.