先進資訊科技帶來新的應用，提供教師創新教㈻的機會。許多研究顯示教師使用先進資訊科技教學有助於提昇教學成效。瞭解教師嘗試使用先進資訊科技創新教㈻的相關影響因素，不但是資訊教育研究的一項重要研究議題，對於如何㈲效推動資訊教育及教㈻創新亦能提供實質的幫助。因此，本研究以科技接受與使用整合理論為基礎架構並從嘗試理論的分析觀點統整創新相關文獻，建構研究模式來探討其相關影響因素及個人差異所造成的影響。經實證分析結果顯示：(1)「對績效的期望」、「對付出的期望」及「社群因素的影響」對教師「嘗試使用先進資訊科技創新教㈻的意圖」有正向顯著的影響；(2)「自主權」、「教學工作量超出負荷的程度」及「嘗試使用先進資訊科技創新教㈻教師嘗試使用先進資訊科技創新教㈻之研究的意圖」對教師「嘗試使用先進資訊科技創新教學」有正向顯著的影響；(3)研究模式中的相關因素受到個人差異(性別和年齡)的調和作用影響。根據研究結果本研究最後亦提出管理上的意涵及未來研究之建議。

Advance information technology brings new applications providing teachers
using it to innovate teaching. The literatures have proved that innovating teaching with advance information technology can improve teaching. Trying to innovate teaching with Advance information technology not only has been identified as antecedent to teaching innovation with Advance information technology, but also the key point of successful teaching. Thus, grounded in the concerts of The Theory of Trying and the construct of Unified Theory of Acceptance and Use of Technology, this study extends innovation literatures offering a theory-driven explanation for teachers trying to innovating teaching with advance information technology. The empirical findings are: 1. Teachings’ trying intention is positively influenced by performance expectancy, effort expectancy and social influence. 2. Teachings’ trying behavior is positively influenced by autonomy, quantitative overload and intention. 3. The results shows how these factors are moderated by individual differences-gender and age. Finally, this study offers implications andsuggestions.