教育技术的接受和采纳：几个相关理论的比较

高峰

（北京大学 教育学院，北京 100871）

【摘要】教师和学生是否接受和采纳某一项教育技术，受到诸多因素的影响。国外学者提出了一些信息技术接受和采纳行为的理论或模型，有助于研究和理解这些因素。本文重点阐述了理性行为理论、计划行为理论、技术接受模型等六个有代表性的理论或模型，并对它们各自的特点、适用性进行了比较分析。

【关键词】教育技术；TRA；TPB；TAM；DTPB；TAM2；UTAUT

【中图分类号】G434

【文献标识码】A

【文章编号】1007-2179（2009）02-0037-05

【作者简介】高峰，聊城大学副教授，北京大学教育学院博士生（gao5186@126.com）。

Adoption of Educational Technology:

a Comparative Study of Related Theories

GAO Feng

(Graduate School of Education，Peking University, Beijing 100871, China)

Abstract: Many factors are at play when teachers and students decide whether to adopt a specific educational technology. International scholars have proposed some theories or models about adoption of information technology which can help the study and understanding of these factors. This article focuses on six representative theories or models such as the theory of Reasoned Action, the theory of Planned Behavior and the Technology Acceptance Model, and analyzes their respective characteristics and applicability.

Key words: educational technology; TRA; TPB; TAM;  DTPB; TAM2; UTAUT