偏鄉地區教師對新科技的接受與疑慮之啟示以東部三縣國小教師對電子書包與行動學習之四年分析為例

高台茜 ； 游政男

《TANET2017 臺灣網際網路研討會》 2017年 (2017/10) Pp. 1559-1565

https://doi.org/10.6728/TANET.201710.0274

摘要

本研究之目的在探討在2011到2014年偏鄉地區國小教師面對新科技之接受度，形成科技接受模型，解釋其接受、影響因素與面對新科技的疑慮，以作為擬定科技推廣策略參考。研究採問卷調查法，依延伸性科技接受度模型（TAM2）為基礎，編製「國民小學教師對電子書包／平板電腦接受度問卷」。本研究於2011年到2014年分四次施測共2261個有效樣本，2011年抽樣宜、花、東219位教師，主題為電子書包；2012年普查花蓮833位教師，主題為電子書包；2013年普查宜蘭1099位教師，主題為平板電腦；2014年抽樣宜、花、東110位教師，主題為平板電腦。研究結果顯示，偏鄉教師對新科技平均接受度3.48，介於普通到接受之間，對電子書包的接受度較高來自主觀規範層面，對平板電腦的接受度較高來自主規規範、知覺有用性、知覺易用性層面。另外，無論是四個年度整合亦或各年統計，教師對新科技的接受度模型固定且穩定，研究據此對教師接受與疑慮提出解釋。本研究依結論提出對科技器材、偏鄉地區與研究方法之啟示，以作為後續科技推動與研究之參考。

關鍵字

科技接受度 ； 偏鄉地區 ； 國小教師

並列摘要

The purpose of this study is to explore the acceptance of new technology by elementary school teachers in Taiwanese rural area. The Technology Acceptance Model (TAM) was employed to explain teachers' acceptance along with factors that influenced teachers’ attitude and their doubts in using new technology in teaching. The TAM was formed after the integration and comparison of effect path and could be used as a reference when drafting strategies of technology promotion. The authors have constantly devoted themselves on the issue of belief and attitude of using technology by teachers in rural area. Quantitative and qualitative data collected by them so far showed inconsistent results regarding teachers' attitude towards new technology. A teacher may express acceptance and doubts simultaneously. The present study aimed to inspect the phenomenon from a longitudinal viewpoint. From 2011 to 2014, a total of 2261 elementary teachers filled in the 'Questionnaire of Acceptance of ESchoolbag / Tablet PC by Primary School Teachers', following an extended Technology Acceptance Model (TAM2). In 2011, 219 teachers from Yilan, Hualien, and Taitung; in 2012, a census of 833 teachers from Hualien; in 2013, a census of 1,099 teachers from Yilan; and in 2014, 110 teachers from Yilan, Hualien, and Taitung answered the questionnaire. The mean acceptance for technology is 3.48 among all teachers. The higher level of acceptance for E-Schoolbag was due to Subjective Norm, while the higher level of acceptance for Tablet PC owing to Subjective Norm, Perceived Usefulness, and Perceived Ease of Use. The integration of the four-year data displayed that the model of teachers' acceptance of new technology is fixed and stable. The authors offer an explanation regarding the balance of acceptance and doubts. Suggestions were made according to the conclusions of the study.

並列關鍵字

technology acceptance model (TAM) ； rural area ； primary teacher