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Humanity's competitive advantages in the society are based on the intelligence and knowledge developed. One important way for human development is education. Under the global trend of decreasing birth rate, how can talents be developed to create advantages? It is obvious that talents are important resources in knowledge creation, as well as the foundation of a country. This study adopted the Decomposed Theory of Planned Behavior with the attitude aspect replaced by the teaching belief aspect, the perceived behavioral control aspect decomposed into perceived self-efficacy and condition of supportive resources, and the subjective norm aspect decomposed into teacher's superiors (the Department of Education), teacher's peers (colleagues in school), and teacher's teaching subjects (students and their parents). These three major aspects were used as the main points to design the questions for the interviews regarding teachers' intention to implement the idea of flipped classroom (Tucker, 2012). This study adopted the in-depth interview method and interviewed each subject individually in a face-to–face manner. A total of 5 teachers were selected for the interviews. In-depth interviews can be categorized into structured interviews, unstructured interviews, and semi-structured interviews depending on how structured they are. Due to the limitations of interview durations and the environment, the researcher wasn't able to take down all the contents on-site. Thus, with the approval of the subjects, all the interviews were recorded. When verifying the research findings, the subjects were asked to confirm the correctness of the content analysis results. In addition, some experts, scholars, and peers were invited to assist the analyses of the interview data to prevent biases caused by the researcher's subjective interpretations. This study showed the data analysis results to the subjects so that they could confirm if there was anything that didn't look right in data analyses and interpretations. If there was something that the subjects did not agree with, it would be reviewed for modification. The influence of teachers' teaching beliefs is on their intention to implement IT instruction. This study aimed to explore teachers' intention to replace the traditional teaching method with IT instruction based on the theories of behaviors. Moreover, the research findings showed that the influences of teachers' teaching belief, perceived behavioral control, and subjective norm on their intention to implement IT instruction were all significant.

In this work, the time-dependent behaviors of dual-channel amorphous InGaZnO (a-IGZO) thin-film transistors (TFTs) under negative bias illumination stress (NBIS) are systematically discussed. The dual-channel comprised two different IGZO layers fabricated by tuning the oxygen flow during deposition. The presence of heterojunctions enhanced field-effect mobility by 1.5× owing to the confinement of carriers in buried channels because of an energy barrier. However, after long periods of NBIS stress, the degradation of a-IGZO TFTs resulted in the entrapment of photo-generated electron–hole pairs at interface defects. The conduction path migrated to the surface channel. Results from extracting the hysteresis window and utilizing capacitance–voltage measurements have indicated a channel migration phenomenon due to the entrapment of electrons and holes at the surface and buried channel interfaces.