幼兒教師數位教學態度對感知有用性的影響關係：創新教學態度的調節作用

數位科技支持幼兒教師應用數位科技開展創新教學實務，協助其規劃多元學習情境與建構創新教學模式以增進幼兒學習表現。研究者使用問卷調查探討幼兒教師對數位教學與創新教學態度的影響因素和調節作用，自編問卷涵蓋「數位教學」、「感知有用性」與「創新教學態度」等潛在構面。本研究運用偏最小平方法分析問卷資料，檢定調節變項的交互效應與統計顯著性。統計檢定指出幼兒教師創新教學態度在數位教學態度對感知有用性的關係中，造成弱的負向調節效應。研究結果指出幼兒教師對數位科技教學模式持正向效益的認知態度，有助於其對幼兒課程教學活動採取數位科技融入實踐作爲進行有效看法；但幼兒教師對創新教學思考態度，負向影響其對數位科技應用效益與改善教學績效的有用性意向態度。

關鍵字

幼兒教師；數位教學；創新教學；感知有用性；調節

並列摘要

Mobile learning supports preschool teachers to apply mobile technology and develop innovative instructional practices, and assists them in planning multiple learning situations and construct innovative teaching models to advance young children's learning performance. This study examined the influencing factors and moderating effect of preschool teachers' attitudes toward mobile learning and innovative instructional usefulness by survey. The questionnaire consisted of three factors, including mobile learning, perceived usefulness, and innovative instruction. The sample data was analyzed through the analysis of partial least squares, and tested interactive effects and statistical significance with the moderating factor. Statistical tests indicated that the preschool teachers' attitudes toward innovative instruction caused weak negative moderating effects on the relationship between mobile learning and perceived usefulness. The results showed that preschool teachers' perceptions about the advantages of mobile learning positively influenced their perceived usefulness on the mobile technology practice in early childhood educational activities, but their attitudes towards innovative instruction negatively affected their perceived usefulness on the applications of mobile technology and the improvement of teaching effectiveness.

並列關鍵字

Innovative instruction ； Mobile learning ； Moderation ； Perceived usefulness ； Preschool teachers

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幼兒教師數位教學態度對感知有用性的影響關係：創新教學態度的調節作用

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