以科技接受模式探討台南市國小教師互動式電子白板之使用現況及意願

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以科技接受模式探討台南市國小教師互動式電子白板之使用現況及意願
著者: 薛志彬; Hsueh, Chih-pin
歐陽誾; Yin Ou Yang; 數位學習科技學系碩士班
主題: 外部變項; 互動式電子白板; 使用意願; 科技接受模式; 國小教師; technology acceptance model; external variables; elementary school teachers; Behavioral Intention; interactive whiteboard
描述: 本研究旨在依據科技接受模式(Technology Acceptance Model, TAM)理論，探討目前台南市國小教師對於互動式電子白板融入教學的科技接受度，並探究影響教師對於互動式電子白板使用意願之相關因素。本研究以「台南市國小教師對於互動式電子白板之使用意願」調查問卷為研究工具，研究對象為台南市101 學年度有實施電子白板教學的公立國民小學正式教師。總計發出問卷700份，有效問卷總數為575份，有效回收率為82%。問卷所得資料以SPSSv20中文版統計軟體作為分析工具，採描述統計、獨立樣本t檢定及單因子變異數分析等統計方法進行分析。研究結果發現：一、國小教師對電子白板的整體評價及滿意度均頗為正向；國小教師在互動式電子白板的使用上有較高的自我效能；國小教師對互動式電子白板系統品質滿意度為中上程度。二、國小教師不同個人背景變項在「認知有用性」與「認知易用性」上部分有差異，其中男性教師對互動式電子白板的認知易用性較高；不同學校規模的國小教師對於互動式電子白板的「認知有用性」與「認知易用性」有顯著差異，其中12班以下的學校教師科技接受度較高；不同教育程度的國小教師在「認知易用性」上有顯著差異，學歷為研究所以上的國小教師對互動式電子白板的認知易用性較高；不同現任職務的國小教師在「認知易用性」有顯著差異，教師兼任行政的國小教師對於互動式電子白板的認知易用性較高。三、國小教師在互動式電子白板的「系統品質」與「電腦自我效能」越高，則其「認知有用性」與「認知易用性」也越高。四、國小教師的「認知有用性」、「認知易用性」、「使用態度」與「使用意願」之間有正向關係。
The purposes of this study were based on theory of TAM to explore the technology acceptance of elementary school teachers in Tainan City on using interactive whiteboards into teaching, and to analyze the the related factors that affect the behavioral intention of teachers for interactive whiteboards. In this study, the research tool was based on a survey questionnaire named as " The behavioral intention of Tainan City elementary school teachers for interactive whiteboards ", The subjects were the public formal elementary school teachers of the 101th academic year in Tainan City which have used interactive whiteboards in teaching. The total of 700 questionnaires were distributed , and 575 were valid. The effective response rate was about 82%. Data from questionnaires were analyzed by SPSS 20.0 for Windows using descriptive statistics, independent sample T test and one factor ANOVA. The results showed that:1. The elementary school teachers generally have positive attitude and high satisfaction towards interactive whiteboards.The elementary school teachers have higher self-efficacy on using of interactive whiteboards. The satisfaction for the elementary school teachers to the system quality of interactive whiteboards were above average. 2. There were some differences in perceived usefulness and perceived ease of use for interactive whiteboard in teaching between the elementary school teachers in different personal backgrounds. The perceived ease of use on interactive whiteboards for male teachers is higher. Different school sizes of elementary school teacher have significant differences for the "perceived usefulness" and "perceived ease of use" of interactive whiteboard. The teachers in the school which size is fewer than 12 classes have higher technology acceptance. Perceived ease of use of interactive whiteboard for different educational levels of elementary school teachers have significant differences, Perceived ease of use of interactive whiteboard for teachers have master degree was higher. Perceived ease of use of interactive whiteboard for different positions of elementary school teachers have significant differences. Perceived ease of use of interactive whiteboard for the elementary school teachers concurrently holding administrative post is higher.3. The higher of the scores of "system quality" and "computer self-efficacy" in interactive whiteboards for elementary school teachers are, the higher of their scores "Perceived usefulness" and "perceived ease of use"are.4. There were positive and high correlation among elementary school teacher’s perceived usefulness, perceived ease of use, attitude toward use and Behavioral Intention.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/608
資源來源: NUTN IR

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以科技接受模式探討台南市國小教師互動式電子白板之使用現況及意願

薛志彬; Hsueh, Chih-pin 歐陽誾; Yin Ou Yang; 數位學習科技學系碩士班 2013

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