探討影響國小教師使用平板電腦輔助教學之行為意圖

行動學習在非正規教育領域中不但首先得到採用，並且有越來越受重視的趨勢。在這股風潮的帶動下，人們對將這些技術整合到正規教育領域越來越感興趣。隨著技術及條件的成熟，教育相關單位也開始在不同教育階段規劃行動學習方案，成功實現這一整合過程所需的關鍵要素之一是教學機構對行動科技之平板電腦的接受度。在這樣的趨勢下，教育相關單位也開始在不同教育階段規劃行動學習方案，例如將平板電腦融入於課程的輔助教學當中，而成功實現這一整合過程所需的關鍵要素之一是教學機構對平板電腦的接受度。為了了解國小教師將平板電腦應用於教學的行為意圖之影響因子，本研究以科技接受模型（TAM）為基礎，並結合其他理論的建構進行擴展，探討「主觀規範」、「焦慮」、「自我效能」和「促成條件」，對國小教師使用平板電腦進行教學行為意圖的影響。本論文利用線上問卷調查法，對高雄市255位國小教師進行調察，所得數據以SPSS 24統計軟體進行分析。結果顯示「自我效能」對「知覺易用性」、「促成條件」對「知覺易用性」、「知覺易用性」對「知覺有用性」、「知覺有用性」對「使用態度」、「知覺易用性」對「使用態度」、「使用態度」對「行為意圖」有正向影響；「主觀規範」對「知覺有用性」、「自我效能」對「焦慮」、「焦慮」對「知覺易用性」有負向影響，因此所有研究假說皆成立。總而言之，良好的行政支援、資源分配及在職訓練，可以有效地增強國小教師使用平板電腦進行教學的意願，進而促進國小學童的學習成效。建議未來研究持續將焦點放在城鄉及不同班級規模小學的比較研究，並混合多種研究方法的實施，才能增加研究結果在推論上的力量。

關鍵字

科技接受模型；理性行為理論；平板電腦；行為意圖；國小教師

並列摘要

Action learning was not only the first to be adopted in the field of non-formal education, but also has a tendency to receive more and more attention. This trend has led to growing interest in integrating these technologies into formal education. As technology and conditions mature, education-related units have also begun to plan mobile learning programs at different stages of education. One of the key elements required to successfully realize this integration process is the acceptance of tablet computers in mobile technology by teaching institutions. Under this trend, education-related units have also begun to plan mobile learning programs at different stages of education, such as integrating tablet computers into auxiliary teaching of courses. One of the key elements required to successfully realize this integration process is the teaching institution’s Tablet acceptance. To understand the influencing factors of primary school teachers' behavioral intention to integrate tablet computers into teaching. This study is based on the Technology Acceptance Model (TAM) and extends its scope by incorporating constructs from other theories. It examines the effects of "subjective norms," "anxiety," "self-efficacy," and "facilitating conditions" on primary school teachers' intention to use tablet computers for teaching. This paper employs an online survey method to investigate 255 primary school teachers in Kaohsiung City, and the collected data are analyzed using SPSS 24 statistical software. The results show that the following independent variables have a positive impact on the dependent variables: "self-efficacy" on "perceived ease of use", "facilitating conditions" on "perceived ease of use", "perceived ease of use" on "perceived usefulness", "perceived usefulness" on "usage attitude", "perceived ease of use" on "usage attitude", "usage attitude" on "behavioral intention"; the following independent variables have a negative impact on the dependent variables: "subjective norm" on "perceived usefulness", "self-efficacy" on "anxiety", "anxiety" on "perceived ease of use", therefore all research hypotheses are established. All in all, good administrative support, resource allocation，and on-the-job training, can effectively enhance the willingness of elementary school teachers to use tablet computers for teaching, thereby promoting the learning effectiveness of elementary school children. It is recommended that future research continue to focus on comparative research on urban and rural primary schools and primary schools with different class sizes and mix the implementation of multiple research methods to increase the inferential power of the research results.