| 摘要: | 本研究本研究旨要探討中小學行動學習學校教師學生為中心(student-centered learning)行動科技融入教學的影響因素和其影響因素模式，以及影響教師的因素和其不同背景變項間的關係。影響教師的因素包括內在和外在因素，內在因素：知識與技能、教學自我效能、融入教學信念；以及外在因素：學校給予教師之專業發展、學校提供之技術支援、和學校提供之整體支援等。研究對象為中小學行動學習學校的教師，使用經過信效度驗證的自編量表為研究工具，進行問卷調查，共回收448份問卷，有效問卷計395份。資料處理採用描述性統計分析、獨立樣本t 檢定、單因子變異數及結構方程模式等分析。主要的研究發現如下：
一、教師的行動科技融入教學知識與技能、教學自我效能、融入教學信念；以及從學校獲得專業發展、技術支援和整體支援的現況良好。
二、學校針對不同背景教師實施行動科技融入教學時，給予的技術支援，沒有差異。
三、教師在行動科技融入教學的知識與技能、教學自我效能、融入教學信念、學校支援教師專業發展、整體支援和實施意願上的看法，，並不因教師的年齡和服務年資不同有所差異，但是會受性別、任教階段、擔任職務和具備資訊專長的不同情況而有所差異。
四、以結構方程模式分析教師行動科技融入教學實施意願之影響因素模式，經修正與驗證後之因素模式具有良好的配適度。
五、本研究之行動科技融入教學實施意願之影響因素模式，顯示：
1.教師的知識與技能，對於教師的實施意願並無直接的影響。
2.教師的教學自我效能、融入教學信念、學校提供的專業發展、技術支援和整體支援，對於教師的實施意願皆有直接且正向的影響。
3.影響教師實施意願之全體效果值，最高的是教學自我效能，其次是教師的知識與技能，最低是學校提供的專業發展。
最後，依據研究結論，提出對於教育行政主管機關、對學校、對教師以及後需相關研究之建議。
;The major purposes of this study were to understand the factors impacting elementary and secondary education teachers’ willingness to implement mobile technology into teaching, to examine models for teachers’ willingness, and to explore the relationships between factors and teachers’ attributes. The factors affecting teachers’ willingness include internal factors and external factors. The internal factors are knowledge and skills, teaching self-efficacy, and teaching beliefs. The external factors are the school providing teachers with opportunities for professional development, technical support, and overall support.
The research objects were elementary and secondary school teachers. Using self-developed questionnaire as a research tool, totally 448 questionnaires were returned and 395 were valid. Data processing used descriptive statistical analysis, independent sample t test, one-way analysis variance (ANOVA) and structural equation model analysis (SEM). The main study findings are as follows:
First, the teacher′s mobile technology integration into the internal factors of teaching knowledge and skills, teaching self-efficacy, and teaching beliefs, and the external factors of school-provided professional development, technical support, and overall support of the current situation were all good.
Second, the technical support provided by the school for teachers of different backgrounds when implementing mobile technology into the teaching presented no significant difference.
Third, internal factors of teachers′ knowledge and skills in mobile technology integration, teaching self-efficacy, and integration into teaching beliefs, and the external factors of school support for teachers′ professional development and overall support and viewpoint of implementation willingness had no significant difference in terms of age and seniority, but did show significant difference according to gender, school level, administration positions, and information expertise.
Fourth, the model of structural equation analysis was used to analyze the influencing factors in teachers′ mobile technology integration into the teaching intention of implementation, and both the modified and corrective factors had good adaptability.
Fifth, the influencing model of intention to implement mobile technology integrating into the teaching shows:
1.Teachers′ knowledge and skills have no direct impact on the teacher′s intention to implement mobile technology.
2.Teachers′ self-efficacy, integrating beliefs, and the technical and overall support provided by the school have a significant direct and positive effect on the teachers′ implementation intention.
3.Of all the effect values of teacher implementation intentions, the highest was self-efficacy of teaching, followed by the teacher′s knowledge and skills, with the lowest being professional development provided by the school.
Finally, according to the conclusions of the study, this paper puts forward some suggestions for the educational administrators, the school, and the teachers to conduct relevant research. |
