智能教室在美國（簡體書）

本書作者對智能教室在美國高校中的應用進行了深入而系統地實證研究。研究發現：投影儀和大屏幕以及遙控鼠標的使用頻率較高；青年教師比老教師更愿意使用智能教室，但是性別、職稱及是否兼職在使用智能教室方面無顯著差異。本研究驗證了技術接受模式(TAM)在智能教室使用方面的有效性并提出了新模式，新模式能更有效地預測教師對智能教室的使用情況。

CHAPTER 1 INTRODUCTION
Statement of the Problem
Purpose of the Study
Research Questions
Assumptions
Definition of Terms
Significance of the Study
CHAPTER 2 LITERATURE REVIEW
Historical Perspective of Technology in Education
Human Cognition and the Educational
Technology
Technology Integration in Higher
Education
Faculty Perceptions of Technology
Technology Acceptance Model (TAM)
Smart Classroom Technologies
CHAPTER 3 METHODOLOGY
Research Design
Participants
Instrumentation
Reliability and Validity Analysis
Data Collection Procedure
Method of Analysis
Chapter Summary
CHAPTER 4 DATA ANALYSIS
Introduction
Response Rate
Data Cleaning
Model Assumptions
Characteristics of the Participants
Research Questions
Open Ended Questions
Chapter Summary
CHAPTER 5 SUMMARZ AND CONCLUSIONS
Summary of the Study
Conclusions
Implications and Discussions
Recommendations """"
Limitations and Delimitations
Suggestions for Future Research
Chapter Summary
REFERENCES
Appendix A Cover E-mails and Survey
Instrument
Appendix B Institutional Research Board
Approval Letter
Appendix C Responses to Open-ended
Question
ACKNOWLEDGEMENTS LIST OF TABLES
Table 1 Smart Classroom Distribution and its Cost at U of A

Table 2 Cronbach's Alpha Test for Reliability
Table 3 Split-half Test Reliability Statistics
Table 4 Is This Semester Your First Experience Using a Smart Classroom Technology
Table 5 Age Groups of Respondents
Table 6 Years of Holding Faculty Appointment of Respondents
Table 7 Academic Units of Respondents
Table 8 Descriptive Statistics of the Use of Smart Classroom Technologies of Non-first Time Users
Table 9 Means, Standard Deviations, and Inter correlations of TAM
Table 10 Skewness, Kurtosis and Shapiro-Wilk Test Results of 6 Extended TAM variables
Table 11 Means, Standard Deviations, and Intercorrelations of Extended TAM
Table 12 Semi Partial R2 Order of Extended TAM Variables
Table 13 Mean, SD, Skewness, Kurtosis and Shapiro-Wilk Test of the use Frequency Based on Age Groups
Table 14 Contrasts of Perceived Ease of Use, Perceived Usefulness, Computer Self-efficacy, Organizational Support,and Attitude among Different Age Groups
Table I5 Mean, SD, Skewness, Kurtosis and Shapiro-Wilk Test of the use Frequency Based on Gender
Table 16 Mean, SD, Skewness, Kurtosis and Shapiro-Wilk Test of the use Frequency Based on Rank
Table 17 Mean, SD, Skewness, Kurtosis and Shapiro-Wilk Test of the use Frequency Based on Status
Table 18 Hypothesis and Support LIST OF FIGURES
Figure 1 Technology Acceptance Model
Figure 2 Extended TAM with Computer Self - efficacy and organizational support