本书对我国高校在多媒体及智能教室设备的选定和管理、教师电脑技能的培训以及教师的职业发展方面有重要的参考价值。对有志于研究美国教育技术学和高级教育统计学的人员也有较高的使用价值。

本书共五章。第一章介绍了该研究的必要性和重要性、研究的目的、所研究问题及采用的研究方法并对有关的专业词汇进行了解释。第二章回顾了教育技术的发展史，教育技术在高等教育中的应用，老师对教育技术的看法，TAM以及智能教室的配置、费用及分布情况。第三章详细介绍了该项目的研究方法。介绍了被试、研究的变量、问卷的编制、数据的收集及拟采用的分析方法。第四章详细介绍了数据的收集和分析方法。其中包括数据的整理、分析的步骤、模式的假设条件、主要的新发现、被试者的统计描述以及所研究问题的分析。最后一章是结论。主要总结了该研究，给出了结论、探讨了研究结果并对结果作出分析和解释、提出了建议、说明了该研究的局限性并对未来的研究提出了建议。

本书作者对智能教室在美国高校中的应用进行了深入而系统地实证研究。研究发现：投影仪和大屏幕以及遥控鼠标的使用频率较高；青年教师比老教师更愿意使用智能教室，但是性别、职称及是否兼职在使用智能教室方面无显著差异。本研究验证了技术接受模式(TAM)在智能教室使用方面的有效性并提出了新模式，新模式能更有效地预测教师对智能教室的使用情况。本书对我国高校在多媒体及智能教室的设备的选定和管理、教师电脑技能的培训，对有志于研究美国教育技术学和高级教育统计学的人员有重要的参考价值。

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