Study on Preschool Teachers’ Willingness to Accept Intelligent Camera Technology in the Classroom - An Empirical Case Based on Perceived Risk Theory

Abstract

The use of intelligent information technology to strengthen the supervision of child care has also recently caused some controversy. To promote the smooth implementation of relevant national policies, it is necessary to conduct an in-depth investigation to find out the basic characteristics and influencing factors of preschool teachers’ willingness to accept intelligent camera technology in the classroom. For this reason, through a random survey of 505 preschool teachers, this study found the following: (1) teachers showed weak acceptance of intelligent camera technology in the classroom; that is, on the whole, they held a positive acceptance attitude but the degree of acceptance was weak; (2) there were significant differences in acceptance intention among preschool teachers of different ages, but there were no significant differences among gender, teaching age, kindergarten type, job position, and class type; (3) performance expectation, promotion conditions, and social influence have a positive impact on preschool teachers’ willingness to accept, while safety risks have a negative impact. Based on this, the study suggests that the primary task is to establish a protection mechanism to resolve the security concerns of intelligent supervision, the second is to realize triple transformation to give full play to the educational value of intelligent supervision, and the last is to strengthen group guidance and pay attention to the main needs of intelligent supervision.