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研究生:蕭旭佐
研究生(外文):Hsiao Hse-Tso
論文名稱:探討不同地區運用既有資訊設備於實際教學之擴散性研究
論文名稱(外文):The Study on Diffusion of the Existing IT Equipments Used in the Actual Teaching at Different Location
指導教授:晁瑞明晁瑞明引用關係
指導教授(外文):Chao Ruey-Ming
學位類別:碩士
校院名稱:大葉大學
系所名稱:資訊管理學系碩士在職專班
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:132
中文關鍵詞:資訊科技(information technology)創新擴散理論(innovation diffusion theory)計畫行為理論(theory of planned behavior)任務科技配適度(task-technology fit theory)
外文關鍵詞:information technologyinnovation diffusion theorytheory of planned behaviortask-technology fit theory
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自民國90年起推行九年一貫教育政策以來,各校之教學資訊設備大幅增加,而各版本教科書出版商也提供許多教學輔助光碟及資訊輔助教學網站,令教師無須擔心時間及資訊能力不足而無法做出適當的課程教材。然而,教師是否在這些充要條件補足了之後,就善用這些資訊科技於教學之上,一直令人懷疑。
本研究試圖以TTF、IDT及TPB理論整理一架構模型,試圖探討不同地區之班級教師在已具有教學資訊設備的情形下,哪些因素對教師使用這些設備於實際教學具有最大的影響力。並瞭解教師實際使用這些設備於教學之時間比例。
本研究經問卷調查法,採用結構方程模式(SEM)對作為分析工具,收集資料進行量化分析後發現:創新知覺特性確實顯著的影響教師的行為態度。而行為態度、任務/科技配適度亦會正向影響使用意願,繼而影響使用行為。且不同類型之教學資訊設備確實會影響教師的使用意願及實際使用行為,但不同地區之教師在使用教學資訊設備的態度、意願及實際使用行為上則無顯著的區別。
Since we have implemented 9 years Integrated Education Policy in 2001, every school has increased of their educational systems and IT equipments tremendously. Many of textbooks even come with CAI and online teaching resources. This prevents teachers the worry about lack of time and resources for preparing teaching material. Although, the teacher has all these materials, we are still not sure whether the teachers are incroperating those technologies appropriately in their teaching.
In this study, based on the theory of TTF, ITD and TPB, we try to conclude a model to finding out at different school districts, which has sufficient equipments and technolo-gies, the effects on teachers who are using those technologies in their teaching . Also to understand the proportion of time teachers are actually using those technologies to prompt learning.
A questionnaire developed on the basis of SEM was used to survey on the partici-pants of this study. According to the results of date analysis, innovation and conscious-ness of design have more major and positive influence to teachers' teaching attitude. Efficiency, teaching resources and motivation of technologies would also have direct impact to users' acceptance and interest and further effects the usage of the material. Also, different types of the teaching resources greatly affects the willingness and usage on the teachers. However, there is no any significant difference in willing of using those technologies in teaching at different location.
中文摘要  .................... iii
英文摘要  .................... iv
誌謝辭   .................... v
內容目錄  .................... vi
表目錄   .................... viii
圖目錄   .................... x
第一章  緒論 .................. 1
  第一節  研究背景與動機 ............ 1
  第二節  研究目的 .............. 5
  第三節  研究範圍與研究限制 .......... 6
  第四節  研究流程 ............... 7
第二章  文獻探討 ................ 8
  第一節  教學資訊設備 ............. 8
  第二節  運用資訊設備於教學 .......... 16
  第三節  任務科技配適理論 ........... 22
  第四節  創新擴散理論 ............. 26
  第五節  科技使用之行為理論 .......... 34
第三章  研究方法 ................. 43
  第一節  研究架構 ............... 43
  第二節  研究假說 ............... 48
  第三節  變數操作性定義與衡量 ......... 52
  第四節  問卷設計 ............... 57
  第五節  研究對象與抽樣方法 .......... 62
  第六節  統計與分析方法 ............ 63
第七節 前測施行與結果分析 .......... 70
第四章 研究結果分析 ............... 74
第一節 樣本基本資料分析 ........... 74
  第二節  信度與效度分析 ............ 76
  第三節  模型適配度指標分析 .......... 83
  第四節  假設的驗證與解釋 ........... 93
  第五節  不同地區及設備之使用差異 ....... 98
  第六節  小結 ................. 104
第五章 結論與建議 ................ 107
第一節  結論 ................. 107
  第二節  研究發現 ............... 109
  第三節  後續研究建議 ............. 111
  第四節  對實務上的建議 ............ 112
參考文獻  ..................... 114
附錄  研究問卷 .................. 128
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