高中教師時間運用、時間態度與行動設備應用之可能性

High School Teachers’ Time Use, Time Attitudes and Potential Application of Mobile Devices

徐子淵(Tzu Yuan HSU)

指導教授 ： 邱貴發

國立臺灣師範大學/教育學院/資訊教育學系在職進修碩士班/碩士(2007年)

摘要

本研究旨在探討高中教師時間運用、時間態度與行動設備應用之可能性。研究對象為20位公立高中教師，研究採三階段進行，第一階段以時間運用態度問卷調查教師時間運用的各種面向及對時間的感受，第二階段以時間運用日誌記錄教師連續七天之活動，第三階段則透過訪談了解教師使用行動設備的行為與應用之可能性。最後依本研究所蒐集之資料分析教師可能運用行動設備之時間，及應用各項行動設備的意願與想法，作為未來導入教師使用行動設備於學習及教學等面向之應用參考。
本研究經分析後，得到的結論如下：
1. 參與本研究之教師的自由時間較15歲以上民眾及受政府雇用者多，其中以戶外休閒活動和使用電腦及網路的時間明顯較多，約束時間方面，教師的工作時間較受政府雇用者少，而週末教師照顧家庭及子女的時間則較多，顯示教師對於戶外休閒活動和使用電腦及網路有較高的需求，同時也花較多時間於家庭及子女身上。在活動地點方面，教師主要活動地點以家中為主，其次為學校，其活動範圍不大，移動中的時間也不多。
2. 參與本研究之多數教師感到時間不夠用，有時間的壓力，希望能有更多的自主時間，此外也常讓自己保有時間感，若有事情無法在預計的時間內完成，會感到擔心。在時間規劃方面，多數教師會先擬定預計要完成的事情，並依事情的重要性排定執行的時間順序；時間運用方面，教師表示經常將時間運用於準備教學上；影響時間運用方面，學校為主要的影響因素，其次為家庭，而有半數教師認為通勤花費太多時間。
3. 參與本研究之教師較常於學校及家中空閒時間使用筆記型電腦時間，而手持式行動設備由於經常隨身攜帶，因此其使用就較無固定的時間與地點，主要的使用模式是根據當下教師的需求而定，其中以移動中或零碎時間使用手持行動設備的機會較多。
4. 有14位參與本研究之教師表示有意願使用手持式行動設備從事特定目的的活動，主要的應用為個人管理、休閒娛樂、教學及學習等四個面向
5. 在通勤時間中，搭乘大眾運輸工具的教師使用行動設備的意願較高；長程旅行中有意願使用手持式行動設備的教師有5位，應用以工作、學習、上網為主。教師使用零碎時間的態度可分為積極型、務實型及隨意型三類，其中積極型的使用意願較高，且應用以學習、工作較多，隨意型以娛樂的應用為主，而務實型的意願則較低。
6. 教師可能的行動時間可由三個角度探討，以時間運用的角度計算，可能的行動時間為2小時16分鐘；以活動地點的角度計算，可能的行動時間為4小時；以使用意願的角度，較積極運用零碎時間者或行動設備使用態度較積極者，其可能行動時間皆較高。

關鍵字

時間運用 ； 時間運用態度 ； 行動時間 ； 行動設備應用

並列摘要

The aim of this research is to discuss high school teacher time use, time attitudes and the potential application of mobile devices. The research target is twenty public high school teachers. The research has three stages. The first stage uses a “time use attitude questionnaire” to investigate how the teachers arrange their time and their opinions regarding time use. The second stage uses a “time use diary” to record teachers’ activities over seven continuous days. The third stage interviews the teachers regarding the behaviour and the application of using mobile devices. Finally, the information collected by the research will be used to analyse the possible time when the teachers can use mobile devices, as well as assessing their willingness and thinking concerning mobile device applications. The results will be usable as references for teachers to apply mobile devices in their learning and teaching practices in the future.
The results are listed below:
1. The teachers involved in this research have more free time than people over fifteen years old and government employees. They spend more time on outdoor leisure activities, using computer and the internet. During restricted time, teachers working hours are less than other government employees. The teachers spend more time taking care of family and children at the weekend, which shows that they have a higher demand for outdoor leisure activities, computers, and the Internet. Concerning the location of their activities, the teachers mainly perform their activities at home and at school secondarily. The places for the teachers to perform their daily activities are not many and their moving time is quite few.
2. Most teachers involved in this research feel that time is not enough, have time pressures, and wish that they have more self-determined time. In addition, they make themselves to keep the time feeling; they may worry if things are not finished within the scheduled time. Concerning time planning, most teachers plan the things they have to do and make time arrangements according to their importance. Concerning time use, the teachers indicate that they spend most of their time preparing teaching materials. Concerning the conditions that may effect time use, the main factor is the school and the second is the family. Also, about half the interviewed teachers believe they spend too much time commuting to and from work.
3. The involved research teachers use laptops quite often during their leisure time and when they are at school or home, while hand-held mobile devices can be taken with them and used anytime and in anyplace. The using modes are established according to their demands at that time. The teachers have more opportunities to use hand-held mobile devices when they are moving or during fragmented time.
4. Fourteen of the respondents said they are willing to use hand-held mobile devices for certain activities, which mainly apply to four areas: personal management, leisure activities, teaching, and learning.
5. During commuting time, the teachers who take public transportation have a higher willingness to use mobile devices. Five are willing to use hand-held mobile devices during their long journey. They mainly use the mobile devices for work, learning, and to access the Internet. Teacher attitudes towards using their fragmented time can be separated into three types: active, practical, and optional. Active type users have a higher willingness to use the mobile devices and mainly use them for learning and work. Optional type users prefer to use the mobile devices for leisure activities, while practical type users are less willing to use the mobile device.
6. Possible mobile time for the teachers can be discussed in three aspects. From the time use aspect, possible mobile time is two hours and sixteen minutes. From the activity place aspect, the possible mobile time is four hours. From the willingness aspect, those who actively use fragmented time or mobile devices may have more mobile time.

並列關鍵字

Time use ； Time use attitude ； Mobile time ； Mobile application

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