Research On The Influencing Factors Of College Teachers'Teaching In Smart Classroom Acceptance

With the development of new technologies and the further improvement of students'ability requirements,the traditional multimedia and network classrooms have been unable to meet the needs of practical teaching.Smart classroom,with its visual information expression,convenient information transmission,powerful intelligent applications and other functions,can help teachers and students to carry out rich teaching activities,enrich interaction forms and improve the teaching effect.However,the actual application effect of smart classrooms is not ideal.Most of the existing researches focus on the construction of smart learning environment,or the analysis of teaching modes in smart classrooms,while ignoring the key factor of teachers' behavioral intention to use technology.As the direct users of the smart classroom,teachers' adoption and continuous use of the smart classroom are the key factors that affect the teaching effect of the smart classroom.Based on this,this research uses empirical research on the basis of existing research to explore the main factors that influence college teachers' intention to use smart classroom.The research methods used in this article mainly include literature research,interview method,and questionnaire investigation.The main works completed are as follows:(1)According to the technology acceptance model,innovation diffusion theory,and the domestic and foreign relations between smart classrooms as well as teacher technology acceptance and adoption research,confirm that this research is based on the Unified Model of Technology Acceptance and Use(UTAUT),combined with the theory of innovation diffusion,to construct a research model;(2)through interviews with frontline teachers,three-level coding of interview data is carried out to further summarize the main factors of teachers' acceptance of smart classroom teaching,construct the research model and put forward hypotheses;(3)based on the research hypotheses,this paper compiles the research questionnaire,collects the data through the questionnaire survey,uses SPSS and AMOS software to compare the results Analyze valid data,revise the research model,and verify the research hypothesis,and get the main factors that affect college teachers' intention to use smart classroom:Social Influence,Performance Expectancy,Effort Expectancy,Facilitating Conditions,Classroom's Environment and Equipment as well as Relative Advantage.In addition,teacher's teaching age and technical proficiency play a moderating role.According to the results of qualitative and quantitative analysis,this study puts forward corresponding suggestions and strategies from three aspects of teachers,colleges and platform development companies to improve college teachers' acceptance of smart classroom.Teachers themselves need to correct their own attitudes,learn from each other,give full play to the positive role of teachers who have rich experience in smart classroom teaching,communicate and learn regularly,as well as strengthen their reflection.The school should popularize the usefulness and superiority of smart classroom for teachers,change the concept of teachers,provide targeted support for different groups of teachers,and strengthen the attention to the teaching work of new teachers and young teachers.The platform development company should start from the needs of teachers,provide easy-to-operate equipment to meet the teaching needs of different disciplines,and do a good job of tracking services to optimize the teacher's experience.