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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/74934

    Title: 影響中小學教師行動科技融入教學之因素模式探討;Exploring the Factors that Influencing the Primary and Secondary School Teachers on Integrating Mobile Technology into Teaching
    Authors: 林燕珍;Lin, Yen-Chen
    Contributors: 學習與教學研究所
    Keywords: 行動學習學;實施意願;結構方程模式;行動科技融入教學;Mobile learning;Implemention willingness;Structural equation model analysis;integrting mobile technology into teaching
    Date: 2017-06-22
    Issue Date: 2017-10-27 16:12:26 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 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:
    ;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.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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