本研究以Ajzen（1991）提出的計畫行為理論為基礎，旨在探討台北市及新北市國小老師對於教育雲端服務的使用現況及使用意圖。研究採量化方式進行，使用問卷搜集資料（N=308），並進行描述統計、t檢定、單因子變異數、Pearson相關、迴歸等方式分析。結果如下： 一、男教師及資訊組長對教育雲端服務有較高比例的使用經驗 二、資深教師使用教育雲端服務的經驗比例高於資淺教師 三、上網時間愈長使用過教育雲端服務經驗比例愈高 四、最多教師使用過雲端電子郵件服務，希望主管單位提供雲端儲存服務 五、使用過教育雲端服務的教師對其行為意圖較高 六、不同性別及年齡教師知覺行為控制及行為意圖有顯著差異 七、不同職別教師於行為態度、知覺行為控制、行為意圖皆有顯著差異 八、不同上網時間教師對所有構面皆有顯著差異 九、行為態度對教育雲端服務之行為意圖有較大的預測力 十、結果評價在所有構面因素中對教育雲端服務之行為意圖有最大的預測力 Based on Ajzen’s Theory of Planned Behavior (1991), this research aims to investigate the influential factors affecting teachers’ use intention and current usage of education cloud. This is a quantitative study. The survey data are collected from 308 elementary school teachers in Taipei city and in New Taipei City. Descriptive statistics, t-test, ANOVA, Pearson Correlation and Regression are used to analyze the data. Results show as follows: 1. Male teachers and Section Chief of Information Technology are more likely to use education cloud. 2. Experienced teachers are more likely to use education cloud than junior teachers. 3. Teachers who spend longer time on internet are more likely to use education cloud. 4. Among cloud services, teachers use cloud email services most and need cloud storage services provided by authority agencies most. 5. Teachers who have used cloud services have higher use intention of education cloud. 6. There are significant differences in teachers’ perceived behavioral control and behavioral intention across gender and age groups. 7. There are significant differences in teachers’ behaviors and attitudes, perceived behavioral control and behavioral intention across various positions. 8. There are significant differences in all variables across teacher groups of different time spent on internet 9. Behaviors and attitudes can significantly predict use intention of education cloud 10. Among all variables, evaluation is the most powerful variable in predicting use intention of education cloud
