以整合科技接受模式探討花蓮縣特教教師運用平板教學之現況

教育部在各縣市推廣行動學習，至今已有十數年的時間，而花蓮縣在推動行動學習上，已達成每校每班都至少有一台平板做於教學用途的使用，且在2020年4月時因應新冠肺炎可能停課的狀況，完成全縣統一遠距教學的演練。然而行動學習在特殊教育上並沒有特別要求與一般生一致，或要特教老師必須使用平板教學，因此在特教教師運用平板教學的議題上，仍有探討的空間。本研究想了解特教教師在教學上運用平板的現況，研究方法採用半結構式深度訪談法，以花蓮縣學前到國中階段的特教教師共7人為研究對象，以整合科技接受模式為理論基礎編製訪談大綱，訪談並分析特教教師應用平板在教學上的現況與建議。研究主要發現：一、平板教學的現況為：平板教學容易提升學生學習動機，加強學生對於學習的專注力及興趣。在這些因素影響下，造成有意願使用平板教學之特教教師，大多會自己購買設備、軟體且接上自己手機的網路來與學生互動。二、提升教師使用平板教學的建議為：（1）軟硬體設備需要擴充。（2）特教APP教材納入由學校支出。（3）資訊能力的研習。（4）發展適合特教生的APP軟體。未來教育單位若有推廣平板教學的目標，可針對以上建議提出支持的策略，提升特教教師使用平板教學的意願。

關鍵字

整合科技接受模式；特教教師；平板教學；半結構式深度訪談法

並列摘要

The ministry of education has promoted mobile learning among counties and cities for decades, as the internet and digital products continuously alter people's lives and living habits. Hualien county has achieved at least one tablet per classroom in every school as a teaching tool. Furthermore, county-wise distance learning has been rehearsed due to covid-19's impact. However, mobile learning in special education did not require it in line with general education, which deserves further discussion. This study aims at understanding the current status of special education teachers utilizing tablets in their teaching. The research method was a semi-structured interview. The research objects are the special education teachers from preschool to junior high school. And adopting the questionnaire survey based on the UTAUT investigates and analyzes special education teachers' current status and suggestions. According to the research results and discussion, the suggestion for educational practice and future study will be proposed. The study shows the current status of mobile learning is that mobile learning enhances students' learning motivation, concentration, and interest. Special education teachers prefer to purchase equipment, apps and connect to their internet to interact with students. The suggestions for promoting mobile learning are as follows: (1) The hardware/software are required. (2) The expense of special education apps needs to be reimbursed by the school department. (3) The workshop for computer science technology. (4) Development of special education-oriented apps. The education units that want to promote mobile learning can propose a strategy based on the above suggestions to enhance teachers' intentions.

並列關鍵字

Unified Theory of Acceptance and Use of Technology ； special education teacher ； tablet teaching ； semi-structured in-depth interviews

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