Creative Education
2013. Vol.4, No.9, 620-625
Published Online September 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.49089
Copyright © 2013 SciRe s .
620
Teachers’ Use Intention of Multimedia Instruction Resources
among Rural Primary Schools in China*
Chun Mao1, Xiao Hu2
1Southwest University, Chongqing, China
2Chongqing Youth Vocational and Technical Co llege, Chongqing, China
Email: maochun1981@hotmail.com, simple8022@hotmail.com
Received May 11th, 2013; revised June 11th, 2013; accepted June 18th, 2013
Copyright © 2013 Chun Mao, Xiao Hu. This is an open access article distributed under the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the
original work is properly cited.
Based on Technology Acceptance Model (TAM), this research imports the degree of Computer Self-Ef-
ficacy, Resource Appropriateness, Superior Support and Convenience to Use into TAM, constructs
Structural Equation Model to study the factors of teachers’ use intention of multimedia instruction re-
sources among rural primary schools in Chongqing China. Structural Equation Modeling reveals that
teachers’ resource using doesn’t follow the TAM exactly. On one hand, the influence of Perceived Ease
of Use is not notability, on the other hand, the Superior Support, Perceived Usefulness and Resource Ap-
propriateness are very significant. Especially, the degree of Superior Support is the most important.
Keywords: Teacher of Rural Primary School; Multimedia Instruction Resources; Use Intention; TAM
Introduction
With the advent of the information age, the application of
information technology in educational field brings the innova-
tion of education. In 2012, the Ministry of Education of the
People’s Republic of China released Education Informatization
Ten Year Development Plan. Teacher is the key and main prac-
titioner of education informatization in China, especially in
rural primary schools. Teachers’ use intention of multimedia
instruction has an appreciable effect on the quality of teaching
in rural primary schools in Chongqing.
Chongqing is the fourth municipality directly under the Cen-
tral Government in China. It’s an extra large city in southwest
of CHINA, whose territory area is about 82,400 square kilome-
ters, total population is 33,298,100. The effective use of multi-
media instruction resources is significant for promoting the
balanced development of compulsory education and improving
rural school conditions in Chongqing.
This study based on the Technology Acceptance Model
(TAM), proposes 8 hypotheses, constructs the model of teach-
ers’ use intention of multimedia instruction resources among
rur al prim ary schools in China, adopts the structure of close ended
questionnaire, surveys 18 rural primary schools in Chongqing,
hands out 300 questionnaires , adopts SPSS for reliability analysis
and validity analysis, AMOS for model evaluation and validation,
discusses the factors which impact teachers’ use intention of mul-
timedia ins truct ion amon g rural pri mary scho ols in Chi na.
Theoretical Foundations
TAM
“Technology Acceptance Model” which put forward by
Davis in 1989 is used for predicting and explaining the use
action of information systems. The investigation focuses on two
theoretical constructs, perceived usefulness and perceived ease
of use, which are theorized to be fundamental determinants of
system use. This model believes people tend to use or not use
an information technology to the extent they believe it will help
them perform their job better and the given systems are hard or
easy to use.
The research about education technology which basis on the
TAM is seldom seen in Chinese Mainland (Chen, 2005), but
the TAM has been proved to be a credible model in many re-
search in HONGKONG or other countries (Stoel, 2003; Hua,
2008). Most of the research of explain the distance education
systems use is not only explain by TAM alone, but also com-
bine TAM with other theories. (Gong, 2004).
We assume that the acception and use of multimedia instruc-
tion resources among rural primary schools in China can be
explained by TAM. So we use the same define of perceived
usefulness and perceived ease of use as David used. Perceived
usefulness is defined here as “the degree to which a person be-
lieves that using the Multimedia Instruction Resources would
enhance his or her job performance”.
Perceived ease of use, in contrast, refers to “the degree to
which a person believes that using Multimedia Instruction Re-
sources would be free of effort”. This follows from the defini-
tion of “ease”: “freedom from difficulty or great effort”.
Theory of Reasoned Action
In 1985, Ajzen put out the theory of planned behavior, which
postulated three conceptually independent determinants of in-
tention: Attitudes, Subjective Norms, and Perceived Behavioral
Control. The more subjective norm with respect to a behavior
the stronger should be an individual’s intention to perform the
*Supported by “the Fundamental Research Funds for the Central Universi-
ties” SWU11090 56.