The Evaluation Of Information Technology Effectiveness In Management Curriculums

With the advance of information technology in higher education, all colleges and universities continue to increase investment in the construction of educational information. But we found that in the process of the educational informatization construction, the huge investment and did not achieve the desired objectives, often with the actual disjointed, the drawbacks of blind investment and redundant construction, and information silos. So, people started to pay attention to the effectiveness of information technology in teaching and the approach to reasonably evaluate the information technology has become an urgent matter. Many domestic scholars discussed the effective use of information technology in teaching, but most studies have focused on the concept of theoretical presentations and status quo investigation. Under this research background, this paper bases on the IT effectiveness evaluation theory, learning psychology and teaching theory and build an information technology effectiveness evaluation model in teaching. Thus, on one hand, to expand the research results of IT effectiveness evaluation; on the other hand, to provide right tools for the diagnosis and improve information technology in teaching.This study uses the integrated model of Technology Acceptance Model (TAM) and Task-Technology Fit (TTF), based on Teaching Theory and Learning Theory, from the perspective of task-technology fit, studies how learner characteristics, task characteristics and information technology characteristics influence task-technology fit as well as the task-technology fit’s effect on perceived usefulness, perceived ease of use, attitude and behavior intention towards information technology.This study chooses undergraduates of ten majors in Business College of Donghua University as analyzing object, through face-to-face interviews to understand the usage of information technology in college management curriculums. Based on interviews and document study, we designed questionnaires. We carry empirical study with the obtained293valid questionnaires and reach following conclusions:Firstly, with reference to learning theory and nine instructional events in teaching and their relationship with learning process, this paper designs task-technology fit scale under teaching situation. Using factor analysis extracted three dimensions:learning readiness, learning implementation and learning transfer, and the scale shows high reliability and validity.Secondly, task characteristics, technology characteristics and learner characteristics have impact on task-technology fit, and learner characteristics have moderate effect on the relationship of task characteristics and task-technology fit, using regression analysis method.Thirdly, confirms that task-technology fit positively affect perceived usefulness and perceived ease of use. Thus, establishes task-technology fit’s connection with beliefs and attitudes of learner, furthermore, the behavior.Based on the conclusions, this paper provides instructional strategies to provide a reference for the effective application of information technology in teaching.