Studying and reading activities are no more confined by time and space, and there are more ways provisoned for coveying knowledge. Therefore, educational styles change as the innovative resources and learning opportunities that Information Technology brings. Although Information technology had been introduced into education for years, the study of correlations between the dimensions of Information Environment, Academic Resources and Policies, Information Capability, and pre-requirement of electronic schoolbag is not adequate.
This research determines the current pre-requirement of introduction of Electronic Schoolbag into elementary education, by using Questionnaire Survey accompanying with Descriptive Statistics and Chi-Square methods for data analysis, and explores any differences in pre-requirement of electronic schoolbag from background variables of teachers and students.
Study identifies significant differences in the dimensions of Information Environment, Academic Resources and Policies, Information Capability, and Functions and Expectations of Electronic Schoolbag for students from individual regions, and there is a gender disparity from dimensions of Information Environment, Academic Resources, Functions and Expectations of Electronic Schoolbag.
Also, there are significant differences in the dimensions such as Information Environment, Academic Resources; and Teacher Age have impacts on dimensions of Academic Resources and Information Capability.
We hope schools, vendors and academic organizations could leverage the data, the comprehensive statistics from differences in each dimension of this study, for introduction of Electronic Schoolbag into elementary education, to reduce the time necessary for eliminating the disparity from IT environments in urban and rural areas, and also the introduction plan could be implemented in the elementary education more seamlessly.