博碩士論文 981407004 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:19 、訪客IP:54.145.45.143
姓名 林燕珍(Yen-Chen Lin)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 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)
相關論文
★ 透過視覺化影片瀏覽行為分析提升磨課師課程之完課率★ 應用智慧分類法提升文章發佈效率於一企業之知識分享平台
★ 家庭智能管控之研究與實作★ 開放式監控影像管理系統之搜尋機制設計及驗證
★ 資料探勘應用於呆滯料預警機制之建立★ 探討問題解決模式下的學習行為分析
★ 資訊系統與電子簽核流程之總管理資訊系統★ 製造執行系統應用於半導體機台停機通知分析處理
★ Apple Pay支付於iOS平台上之研究與實作★ 一個以服務品質為基礎的網際服務選擇最佳化方法
★ 維基百科知識推薦系統對於使用e-Portfolio的學習者滿意度調查★ 學生的學習動機、網路自我效能與系統滿意度之探討-以e-Portfolio為例
★ 藉由在第二人生內使用自動對話代理人來改善英文學習成效★ 合作式資訊搜尋對於學生個人網路搜尋能力與策略之影響
★ 數位註記對學習者在線上學習環境中反思等級之影響★ Web 2.0 社交網站的開發與實作:以國立中央大學e-Portfolio為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 (2020-7-1以後開放)
摘要(中) 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。
摘要(英)
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.
關鍵字(中) ★ 行動學習學
★ 實施意願
★ 結構方程模式
★ 行動科技融入教學
關鍵字(英) ★ Mobile learning
★ Implemention willingness
★ Structural equation model analysis
★ integrting mobile technology into teaching
論文目次
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 5
第三節 研究目的 8
第四節 研究範圍與限制 9
第五節 重要名詞定義 10
第二章 文獻探討 13
第一節 行動科技融入教學之應用模式 13
第二節 影響教師行動科技融入教學之內在因素 17
第三節 影響教師行動科技融入教學之外在因素 23
第四節 影響教師行動科技融入教學內在、外在因素間之關係 29
第五節 背景變項與教師行動科技融入教學之關係 37
第三章 研究設計與實施 44
第一節 研究架構 44
第二節 研究問題與假設 46
第三節 研究流程與步驟 50
第四節 研究對象 51
第五節 研究工具 53
第六節 資料處理與分析 64
第四章 研究結果與討論 67
第一節 研究樣本背景變項現況分析 67
第二節 教師行動科技融入教學實施意願之測量工具驗證性因素分析 70
第三節 教師行動科技融入教學影響因素和實施意願現況分析 87
第四節 教師不同背景的行動科技融入教學差異分析 94
第五節 教師行動科技融入教學實施意願之影響因素模式分析 115
第六節 教師行動科技融入教學實施意願影響因素模式分析的潛在變項間的效果 127
第五章 結論與建議 137
第一節 研究結論 137
第二節 研究建議 143
參考文獻 147
中文部分 147
英文部分 148
附錄一、教師行動科技融入教學影響因素專家訪談 164
附錄二、教師行動科技融入教學實施意願探討(預試問卷) 170
附錄三、教師行動科技融入教學實施意願探討(正式問卷) 177
附錄四、多元常態(Assessment of normality)摘要表 180
附錄五、模式校正前的各潛在變項間參數估計結果表 181
附錄六、模式校正後的各潛在變項間參數估計結果表 183
附錄七、估計參數間相關摘要表 185
附錄八、標準化殘差摘要表 187
附錄九、共變數修正指標摘要表 189
附錄十、迴歸係數修正指標摘要表 191
參考文獻 一、中文部分
吳明隆(2010)。結構方程模式:AMOS的操作與應用(二版二刷)。臺北,五南。
吳明隆(2011)。SPSS統計應用學習實務。臺北,易習圖書。
邱皓政(2014)。結構方程模式(二版):LISREL/SIMPLIS原理與應用。臺北:雙葉書廊有限公司。
林志隆、周士雄(2010)。屏東縣 e 化示範點學校教師應用互動式電子白板教學之創新接受度與科技接受度。教學科技與媒體,93,77-94。
周士雄(2008)。國中小教師應用互動式電子白板教學之創新接收度與科技接受度之相關研究-以屏東縣e 化示範點學校為例。屏東教育大學教育科技研究所碩士論文,屏東市。
周耘甄(2013)。以科技接受模式探討國小教師使用資訊科技教學意願之研究~以雲林縣國小教師為例。南華大學資訊管理學系碩士班論文,雲林縣。
張元吉(2013)。宜蘭縣國小教師對平板電腦接受探討國小教師使用資訊科技教學意願之研究~以雲林縣國小教師為例。佛光大學學習與數位科技學系碩士班碩士論文,宜蘭縣。
張基成、王秋錳(2008)。臺北市高職教師資訊科技融入教學之影響因素。教育實踐與研究,21(1),97-132。
張偉豪(2011)。SEM論文寫作不求人(一版)。高雄:三星統計。
徐新逸、劉修豪(2012)。行動學習之國際發展趨勢對台灣終身學習的啟示。研習論壇,155,35-44。
高台茜、游政男、王聖元(2013)。偏鄉地區教師科技接受度影響因素研究:以花蓮縣國小電子書包為例。全球華人計算機教育應用學報(GCJCE),8(1,2),,29-46頁。
許銘津、許瑛玿、潘靖瑛、黃義峰、林清達(2010)。影響國小教師實施資訊融入主題探究教學之個人因素量表發展,教育行政論壇,2(1),1-31。
148
教育部(2008)。教育部「中小學資訊教育白皮書」。臺北:作者。
教育部(2008)。教育部行動學習推動學校。臺北:教育部。2016 年7月15 日。取自http://mlearning.ntue.edu.tw/about/school.html
教育部(2013)。教師人數查詢。臺北:教育部。2016 年7月15 日。取自教育部統計處教育統計查詢網http://stats.moe.gov.tw/ qframe.aspx?qno= NgA4AA2。
教育部(2015)。教育部電子報。臺北:教育部。2016 年11月20日。取自http://epaper.edu.tw/mobile。
陳正昌、程炳林、陳新豐、劉子鍵(2011)。多變量分析方法(第六版)。臺北:五南。
黃喜美(2014)。以科技接受模式探討臺南市國小教師對於行動學習之使用意願與現況調查研究。國立臺南大學教育學系科技發展與傳播碩士班,碩士論文。
黃國禎、伍柏翰(2014)。未來學習、行動與無所不在學習,第一章 行動科技輔助學習的發展。高等教育出版,3-12。
陳寬裕、王正華(2013)。結構方程模型分析實務AMOS的應用。臺北:五南。
二、英文部分
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373–398.
Anderson, J. C.,Gerbing, D. W.(1988). Structural Equation Modeling in practice and recommended two-step approach. Psychological Bulletin, 103(May), 411-423.
Angeli, C. (2005). Transforming a teacher education method course through technology: effects on pre-service teachers’ technology competency. Computers and Education, 45, 383-398.
Assan, T. & Thomas, R. (2012). Information and communication technology Integration into teaching and learning: Opportunities and challenges for
149
commerce educators in South Africa”. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, (2), 4-16.
Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. ALT-J, Research in Learning Technology, 17(3), 233-247.
Bakr, S. M. (2011). Attitudes of Egyptian teachers towards computers. Journal of Contemporary Educational Technology, 2(4), 308-318. Bagozzi, R.P. & Yi, Y. (1988). On the evaluation of structural equation models. Journal of Academy of Marketing Science, 16, 74-94.
Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-322.
Bingimlas, K. (2009). Barriers to successful integration of ICT in teaching and learning environment: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
Bollen, K.A. & Long, J. S. (1993). Testing structural equation models. Newbury Park, CA:Sage.
Borg, M. (2001). Key concepts in ELT teachers’ beliefs. ELT Journals, 55(2), 186-188.
Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621.
Buabeng-Andoh C. (2012). An exploration of teachers’ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian second-cycle schools. Journal of Contemporary Educational Technology, 3(1), 36-49.
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.
150
Çavaş, B. Çavaş, P., Karaoglan, B., Kısla, T. (2009). A Study on Science Teachers′ Attitudes toward Information and Communication Technologies in Education. Turkish Online Journal of Educational Technology, 8(2), 20-32.
Chai, C. S. (2010). The relationship among Singaporean preservice teachers’ ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. The Asia-Pacific Educational Researcher, 19(3), 387-400.
Chai, C. S., Hong, H.-Y., & Teo, T. T. (2009). Singaporean and Taiwanese pre-service teacher beliefs and their attitude towards ICT: a comparative study. The Asia-Pacific Education Researcher, 18(1), 117–128.
Chan, K.W. & Elliott, R.G. (2002). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
Chang, I.-H., Chin, J. M., & Hsu, C.-M. (2008). Teachers′ Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools. Educational Technology & Society, 11 (4),229-245.
Chang, S. & Tung, F., (2008) An empirical investigation of students´ behavioural intentions to use online learning course websites. British Journal of Educational Technology 39(1) 71–83.
Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55, 32–42.
Chen, C. M., & Hsu, S. H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology and Society, 11(3), 153–180.
Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers and Education, 50(1), 77–90.
Chen, N. S., Kinshuk Wei, C. W., & Yang, S. J. H. (2008). Designing a self-contained group area network for ubiquitous learning. Educational Technology and Society, 11(2), 16–26.
151
Chiou C. K., Tseng J. C. R., Hwang, G. J., & Heller, S. (2010). An adaptive navigation srpport system for conducting context-aware ubiquitous learning in museums. Computer and Education, 55(2), 834–845.
Christiensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-433. Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education, 55(4), 1618-1627.
Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computer and Education, 50(4), 1439–1450.
Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23(2), 145–158.
Compeau, D.R., & Higgins, C.A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly, 19, (2), 189-211.
Cornett, J. W., Yeoti, C., & Tewilliger, L. (1990). Teacher personal practical theories and theur influence upon teacher curricular and instructional actions: A case study of asecondary science teacher. Science Education, 74(5), 517-529.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813–834.
Davis, N., Preston, C., & Sahin, I. (2009). ICT teacher training: evidence for multilevel evaluation from a national initiative. British Journal of Educational Technology, 40(1), 135–148.
Dawson, C., & Rakes, G. C. (2003). The influence of principals’ technology training on integration of technology into schools. Journal of Research on Technology in Education, 36 (1), 29–49.
Dawson, K., Cavanaugh, C., & Ritzhaupt, A. D. (2008). Florida′s EETT Leveraging Laptops Initiative and its impact on teaching practices. Journal of Research on
152
Technology in Education (International Society for Technology in Education), 41(2), 143-159.
Dexter, S. L., Ronald, E. A., & Becker, H. J. (1999). Teacher’s views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221–232.
Dexter, S., & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond college’s walls. Journal of Teacher Education, 54(4), 334–346.
Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher concerns during initial implementation of a one-to-one laptop initiative at the middle school level. Journal of Research on Technology in Education, 39(3), 263–286.
Ertmer P., Ottenbreit-Leftwich A.(2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Ertmer, P. A.(2003). Transforming teacher education: visions and strategies. Educational Technology Research and Development, 51, 124–128.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Education, Technology, Research and Development, 47, 4, 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Ertmer, P. A., Ottenbreit-Leftwich, A., Sadik O., Sendurur, & Sendurur P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education ,59, 423–435.
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669–686.
Fernández-López, Á., Rodríguez-Fórtiz, M., Rodríguez-Almendros, M., & Martínez-Segura, M. (2013). Mobile learning technology based on IOS devices to support students with special education needs. Computers & Education, 61, 77-90.
153
Foon Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research Development, 55, 223–252.
Forgasz, H. 2006. “Factors that Encourage or Inhibit Computer Use for Secondary Mathematics Teaching”. The Journal of Computers in Mathematics and Science Teaching, 25(1), 77-93.
Franklin, C. (2007). Factors that influence elementary teachers use of computers. Journal of Technology and Teacher Education, 15(2), 267–293. Gao, S.,Mokhtarian, P. L.,Johnston, R. A.(2008).Non-normality of data in structural equation models. Transportation Research Board′s 87th annual meeting,Washington, DC.
Gong, M., Xu, Y., & Yu, Y. (2004). An enhanced technology acceptance model for web-based learning. Journal of Information Systems Education, 15(4), 365–374
Gromik, N. A. (2012). Cell phone video recording feature as a language leaming tool: A case study. Computers & Education, 58(1), 223-230..
Hasan, B., & Ahmed, M. U. (2010). A path analysis of the impact of application-specific perceptions of computer self-efficacy and anxiety on technology acceptance. Journal of Organizational and End User Computing, 22(3), 82-95. doi:10.4018/joeuc.2010070105
Herman, Tondeur, van Braak, & Valcke (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(3), 1499–1509.
Hernández-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley Schools. Journal of Research on Technology in Education, 38(1), 39-64.
Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.
Houston, J. E. (1984). Thesaurus of ERIC descriptors. (10th Ed.), Phoenix: Oryx Press.
Hsu M. H., Chiu C. M. (2004). Internet self-efficacy and electronic service
154
acceptance. Decision Support Systems, 38(3): 369-381.
Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1-9. Journal of Computer Assisted Learning, 26(3), 175-189.
Huberman, M. (1992). Linking the practitioner and researcher communities for school improvement. Keynote Address at the International Congress for School Effectiveness and Improvement, Victoria, BC.(January).
Hung, Y. W., & Hsu, Y. S.. (2007). Examining Teachers′ CBT Use in the Classroom: A Study in Secondary schools in Taiwan. Educational Technology & Society, 10 (3), 233-246
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Education Technology, 42(4), E65-E70.
Hwang, G. J., Tsai, C. C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11 (2), 81-91.
Inan, F. A., & Lowther, D.L. (2010). Laptops in the K-12 classrooms: Exploring factors impacting instructional use. Computers and Education, 55(3), 937–944.
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137–154.
Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, J. D. (2010). Pattern of classroom activities during students’ use of computers: relations between instructional strategies and computer applications. Teaching and Teacher Education, 26(3), 540–546.
International Society for Technology in Education(ISTE). (2008). National educational technology standards for teachers (2nd ed.). Eugene, OR: Author.
Isman, A., & Çelikli, G. E. (2009). How does student ability and self-efficacy affect the usage of computer technology? The Turkish Online Journal of Educational Technology-TOJET, 8(1), 33-38.
155
Jackson, Gillaspy, & PurcStephenson (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological methods, 14(1), 6-23.
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3–11.
Jones, A. (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. British Educational Communications and Technology Agency. Retrieved May 20, 2010 from http://www.becta.org.uk.
Joo, Y., Bong M. and Choi, H.(2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in webbased instruction. Educational Technology Research and Development, 58(2), 5-17.
Kebritchi, M. (2010). Factors affecting teachers’ adoption of educational computer games: a case study. British Journal of Educational Technology, 41(2), 256-270.
Kline , R. B. ( 2005 ) . Principles and practice of strutural equation modeling (2nd e d.), p49~52 . New York : The Guilford press.
Kline, R. B. (2011). Principles and practice of structural equation modeling. NY: The Guilford Press.
Kodippili, A. & Senaratne, D. (2008). Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928–932.
Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36, 1–14. [F075]
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delievery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Kukulska-Hulme, A., Sharples, M., MiIrad, M., Arnedillo-S′anchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A european perspective. International Journal of Mobie and Blended Learning, 1(1), 13-35. [Book155]
156
Lai, C-L. & Hwang, G-J. (2015). High school teachers’ perspectives on applying different mobile learning strategies to science courses: the national mobile learning program in Taiwan. International Journal of Mobile Learning and Organisation, 9(2), 124–145.
Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer, and teaching: The impact of a single technology course on preservice teachers′ computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385-410.
Lan, Y.-J., Sung, Y.-T., Tan, N. C., Lin, C. P., & Chang, K. E. (2010). Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students. Educational Technology & Society, 13 (3), 55–69.
Lee, J.-H. (2012). Korea′s choice: “Smart education”. Retrieved July 26, 2011 from https://: community.oecd.org/community/educationtoday/blog/
Liaw, S. S., Hatala, M., & Huang, H. M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, (54), 446–454.
Liu S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022.
Liu, S.-H. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educational Technology & Society, 15 (4), 137–149.
Liu, T. C. (2007). Teaching in a wireless learning environment: a case study. Journal of Educational Technology and Society, 10, 107–123.
Lin, Y. C., Liu, T. C. & Kinshuk(2015). Research on teachers’ needs when using e-textbook in teachng. Smart Learning Environments, 2, 1-17.
Liu Y., Li H. & Carlsson C. (2010) Factors driving the adoption of m-learning: an empirical study. Computer & Education, 55, 1211–1219.
Looi, C. K., So, H. J., Toh, Y., & Chen, W. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of Computer-Supported Collaborative Learning, 6(1), 9-37.
157
Lowther, D. L., Inan, F. A., Strahl, J. D., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International, 45(3), 195–213.
Lowther, D. L., Strahl, J. D., Inan, F. A., & Bates, J. (2007). Freedom to learn program Michigan 2005–2006 evaluation report prepared for freedom to learn and the one-to-one institute. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Lowther, D. L., Inan, F. A., Strahl, J. D., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International, 45(3), 195–213.
Lumpe, A. T., & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34(1), 93–107.
Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers’ adoption of mobile learning. Journal of Information Technology Education: Research, 13, Retrieved from http://www.jite.org/documents/Vol13/JITEv13ResearchP141-162MacCallum0455.pdf
Markauskaite L. (2006). Gender issues in preservice teachers′ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1-20.
Martyn Margie (2007). Clickers in the classroom: an active learning approach. Educuse Quarterly, 2, 71-74.
McDonald, R. P. & Ho, M. R. (2002). Principles and Practice in Reporting Structural equation analyses, Psychological Methods, 7(1), 64–82.
McGrail, E. (2005). Teachers, technology, and change: English teachers’ perspectives. Journal of Technology and Teacher Education, 13, 5–24. Mercier, E. M., & Higgins, S. E. (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning & Instruction, 25, 13-23. Miura, I. T.(1986).Computer self-efficacy: A factor in understanding gender differences in computer course enrollment. (ERIC Document Reproduction
158
Service No. ED 271 104).
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers and Education, 49(3), 581–596.
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 1523-1537.
Murphy, C.A., Coover, D., & Owen, S.V. (1989). Development and validation of the computer self-efficacy scale. Educational and Psychological Measurement, 49, 893-899.
Murphy, D., King, F., & Brown, S. (2007). Laptop initiative impact: assessed using student, parent and teacher data. Computers in the Schools, 24(1/2), 57–73.
Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers and Education, 48(2), 250–267.
Niederhauser, D. S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25, 98–111.
New Media Consortium. (2013). Horizon Report: 2013 K-12 Edition. Retrieved from http:// http://www.nmc.org/pdf/2013- horizon-report-k12.pdf
O′Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters. Computers & Education, 74, 15–25.
O’Dwyer, L., Russell, M., & Bebel, D. (2004). Elementary teachers’ use of technology: Characteristics of teachers, schools, and districts associated with technology use. Boston, MA: Technology and Assessment Study Collaborative, Boston College.
Ogata, H., Saito, N. A., Paredes, R. G., Martin, G. A. S., & Yano, Y. (2008). Supporting classroom activities with the BSUL system. Educational Technology and Society, 11(1), 1–16.
Ogott, O. G., & Odera, F. Y. (2012). Factors Influencing Teachers’ Attitudes towards Language Material Selection, Development and Use in Early Childhood Education Program. International Journal of Information and
159
Communication Technology Research, 2(10), 779-786.
O’Loughlin, M. (1989). The influence of teachers’ belief about knowledge, teaching and learning on their pedagogy: A constructivist reconceptualization and research agenda for teacher education, (ERIC Document Reproduction Service No. ED 339- 679.
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia - Social and Behavioral Sciences, 28, 937–942.
Pajares(1996). Self-efficacy beliefs in Academic setting. Review of Educational Reacher, 66, 543-578.
Palmer, D (2006). Durability of change in self-efficacy of preservice primary teachers. International Journal of Science education, 28(6), 655-671.
Papastergiou, M. (2010) Enhancing physical education and sport science students’ self-efficacy and attitudes regarding information and communication technologies through a computer literacy course. Computer & Education 54, 298–308.
Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163–178.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: a research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Peralta, H., & Costa, F. A. (2007). Teachers’ competence and confidence regarding the use of ICT. Educational Science Journal, 3, 75–84.
Petko, D. (2012). Teachers′ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ′will, skill, tool′ model and integrating teachers′ constructivist orientations. Computers & Education, 58(4), 1351-1359.
Pianfetti, E. (2001). Focus on research: Teachers and technology: Digital literacy through professional de-velopment. Language Arts, 78(3), 255-262.
Player-Koro C. (2012). Factors Influencing Teachers’ Use of ICT in Education, Education Inquiry 3(1), 93-108.
160
Robinson, B. (1994). Technology leadership in the English educational system: From computer systems to systematic management of computers. In Kearsley, G. & Lynch, W. (Eds.), Educational technology: Leadership perspectives, New Jersey: Educational Technology, 137-152.
Russell, M, Bebell, D., & O’Dwyer, L. (2003). An overview of the USEIT study and the participating districts. Boston: Technology and Assessment Study Collaborative, Boston College.
Rutledge, D., Duran, J., & Carroll-Miranda, J. (2007). Three years of the New Mexico laptop learning initiative (NMLLI): stumbling toward innovation. AACE Journal, 15(4), 339–366.
Salemi M. K. (2009). Clickenomics: Using a classroom response system to Increase Student Engagement in a Large Enrollment Principles of Economics Course, The Journal of Economic Education, 40 (4), 385-404.
Sang, G., Valcke, M., Braak, J. v., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT in-tegration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103-112.
Schreiber(2008). Core reporting practices in structural equation modeling, Research in Social and Administrative Pharmacy, 4, 83–97.
Scrimshaw, P.( 2004). Enabling teachers to make successful use of ICT. Coventry: BECTA.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental beliefsystem: The psychological consequences for children (pp. 345-371). Hillsdale, NJ: Erlbaum.
Silvernail, D. L., & Lane, D. M. M. (2004). The impact of Maine’s one-to-one laptop program on middle school teachers and students. Portland, ME: University of Southern Maine.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343–355.
So, T., & Swatman PMC.(2006). E-Learning readiness of Hong Kong Teachers. Retrieved January 19, 2008 Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.65.8121&rep=rep1&
161
type=pdf.
Tsai, P.S., Hwang, G. J. & Tsai, C. C., (2012). Developing a survey for assessing preferences in constructivist context-aware ubiquitous learning environments. Journal of Computer Assisted Learning, 28(3), 250-264.
Teo, T. (2009). Modelling technology acceptance in education: a study of pre-service teachers. Computers and Education, 52(2), 302–312.
Teo, T.(2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440.
Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235-251.
Tondeur, J., Hermans R., & van Braak, J. Valcke, M. (2008). Exploring the link between teachers educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24, 2541-2553.
Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494–506.
Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23, 197–206.
Torkzadeh, G., Koufteros, X., & Pflughoeft, K. (2003). Confirmatory analysis of computer self-efficacy. Structural Equation Modeling, 10(2), 263-275
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Uluyol, C., & Agca, R. K. (2012). Integrating mobile multimedia into textbooks: 2D barcodes. Computers & Education, 59(4), 1192-1198.
Uzunboylu H., Ozdamli F. (2010).Teacher perception for m-learning: scale development and teachers’ perceptions, Journal of Computer Assisted Learning, 1-13. doi: 10.1111/j.1365-2729.2011.00415.x
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
162
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157-178
Vinu P. V., Sherimon P. C. and Reshmy Krishnan (2011). Towards pervasive mobile learning-the vision of 21st century. Procedia Social and Behavioral Sciences, 15(1), 3067-3073.
Walker and Shepard (2011). Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology Into the Curriculum. Journal of Educational Research and Practice, 1(1), 23–35.
Wang Y.S., Wu C.M. & Wang Y.H. (2009).Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40, 92–118.
Wilson, E. K. (2003). Preservice secondary social studies teachers and technology integration: What do they think and do in their field experiences. Journal of Computing in Teacher Education, 20(1), 29–39.
Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173–207.
Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T. (2005). Teachers’ perceptions: Barriers and supports to using technology in the classroom. Education., Communication, & Information, 5, 183–206.
Wu, P.-H., Hwang, G.–J., Su, L. –H., & Huang, Y.-M. (2012). A context-aware mobile learning system for supporting cognitive apprenticeships in nursing skills training. Educational Technology & Society, 15(1), 223-236.
Yilmaz, P. N. (2011). Evaluation of the Technology Integration Process in the Turkish Education System. Contemporary Educational Technology. 2(1), 37-54.
Zhang, Z., Tousignant, W., & Xu, S. (2012). Introducing accessible ICT to teacher candidates: A way to address equity issues. Journal of Literacy and Technology, 13(1), 2-18.
163
Zucker, A., & Hug, S. (2008). Teaching and learning physics in a 1:1 laptop school. Journal of Science Education and Technology, 17(6), 586–594.
指導教授 劉子鍵、楊鎮華 審核日期 2017-6-22
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明