本研究以「科技接受模式」為基礎，探討國中教師對數位學習在職進修「學位」或修習「學分」之接受程度。本研究採問卷調查法，以桃園縣公立國中教師為樣本，發出問卷215份，回收206份，有效問卷196份，可用率為91%。回收之資料，以敘述性統計、T考驗、單因子變異係數分析、皮爾遜績差相關、多元迴歸分析、結構方程模式等進行統計分析。本研究獲得結論如下: 1.教師對數位學習的接受度高，以認知有用性最為明顯。 2.教師對數位學習的接受程度，會因性別、使用經驗而有所差異。 3.教師的資訊素養與外部變數、科技接受程度呈現正相關。 4.外部變數對數位學習的認知有用性、認知易用性有顯著相關。 5.教師的認知有用性、認知易用性對以數位學習在職進修之使用意向之預測力為49.4%。 6.本研究理論模式的內在結構適配度良好。 This study aims to take "Technology Acceptance Model" as a basis to discuss the acceptance for high school teachers about the state of digital learning service training "degree" or practicing "credits". This study used questionnaires , public junior high school teachers in Taoyuan County as a sample, and issued 215 questionnaires, 206 copies recovered; 196 valid, and the usable ratio is 91%, analyzed by Descriptive statistics, t test, One-Way ANOVA Analysis, Pearson Correlation, Multiple Regression Anaysis, Structural Equation Modeling and other statistical analysis. Conclusions of this study are as follows: 1.High acceptance of digital learning for teachers, Perceived Usefulness is the most obvious. 2.Acceptance of digital learning varies due to gender and experience. 3.Teachers are positively correlated in information literacy, external variables and technology acceptance. 4 .External variables are significantly correlated for digital learning perceived usefulness and Perceived Ease of Use. 5.Teachers’ perceived usefulness and perceived ease of use of a digital learning service training of intentions predict 49.4%. 6.Tinternal structure of this theoretical model fits.
