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臺北市國小教師使用互動式電子白板行為意向之關鍵因素研究

A Study on Key Factors for Using Interactive Whiteboard of the Elementary School Teachers in Taipei City

摘要


本研究引用Davis(1989)的科技接受模式(Technology acceptance model, TAM),探討臺北市國小教師使用互動式電子白板行為意向之關鍵因素,了解知覺有用性、知覺易用性、行為態度與行為意向等四個變項間的關係。針對臺北市國小教師,採用立意抽樣進行問卷調查,回收有效問卷計261份。運用SPSS17.0、AMOS18進行分析,分析方法包括:敘述性統計、信度分析、單因子變異數分析及結構方程模式,研究結果顯示如下:一、臺北市國小教師使用互動式電子白板進行教學行為意向屬於中等偏高的程度。二、臺北市國小教師使用互動式電子白板的行為意向在不同任教職務、學校規模、曾參加過互動式電子白板的研習時數、教學中使用互動式電子白板的情形、是否任教綜合活動領域及是否將互動式電子白板「固定裝置在班級教室,由該班授課教師使用」等方面有顯著差異。但是在性別、任教年資方面則無。三、臺北市國小教師使用互動式電子白板的「行為態度」愈正向,則對使用互動式電子白板的「行為意向」愈正面顯著影響。四、臺北市國小教師使用互動式電子白板的「知覺易用性」、「知覺有用性」愈正向,則對使用互動式電子白板的「行為態度」愈正面顯著影響。五、臺北市國小教師使用互動式電子白板的「知覺易用性」愈正向,則對使用互動式電子白板的「知覺有用性」愈正面顯著影響。

並列摘要


This study was based on the Technology Acceptance Model (TAM) (Davis, 1989). The purposes of this study were to realize the key factors that influence the elementary school teachers in Taipei City using interactive whiteboard and to explore the relationship among the four predictive variables: perceived usefulness, perceived ease of use, attitude toward behavior and behavior intention. This study was using purposive sampling and survey methods. Questionnaires were delivered to elementary school teachers in Taipei, and 261 copies were valid after screening. SPSS17.0, AMOS18, descriptive statistics, one-way ANOVA and confirmatory factor analysis of Structural Equation Modeling were utilized to analyze the data. The results were as follows: 1. The degrees of Behavior Intention for using interactive whiteboard in teaching were above middle. 2. Behavior intention for Using Interactive Whiteboard differed significantly with job positions, the scale of school, the learning hours, frequency of operating, teaching integrated classes or not, the Interactive Whiteboard is fixed in the classroom or not. However, it did not differ significantly with gender and teaching seniority. 3. Attitude toward behavior was statistically significantly and positively associated with behavior intention for using interactive whiteboard. 4. Perceived usefulness and perceived ease of use were statistically significantly and positively associated with attitude toward behavior for using interactive whiteboard. 5. Perceived ease of use was statistically significantly and positively associated with perceived usefulness for using interactive whiteboard.

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