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題名:高雄市國小教師資訊科技學習狀況之研究
作者:黃銘宗
作者(外文):Ming-Zong Huang
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:張勝茂
學位類別:博士
出版日期:2010
主題關鍵詞:資訊科技學習困擾態度意願生活型態Information Technology LearningDifficultyAttitudeIntentionLifestyle
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本研究在探討小學教師資訊科技學習狀況,研究者以自編「教師資訊科技學習狀況之研究調查問卷」對高雄市國小教師進行取樣,共發出735份問卷,回收507份有效問卷,所採用之統計方法包括:項目分析、因素分析、信效度分析、t考驗、單因子變異數分析、皮爾森積差相關分析、逐步迴歸分析、AMOS結構方程等,並使用SPSS15.0和AMOS 7.0統計軟體進行資料分析與考驗研究假設。本研究之結論包括:
一、生活型態以「家庭中心傾向」的認知傾向最高,惟在「流行時尚傾向」方面表現較弱。
二、整體資訊科技學習困擾,偏中下程度,以「自我能力困擾」分層面最高,且在「家庭困擾」分層面表現較低。
三、整體資訊科技學習態度,偏中上程度,以「學習的社會覺知」分層面最高,「學習的興趣」分層面最低。
四、整體資訊科技學習意願,呈現中上程度現象,以「電腦學習意願」分層面最高,「通訊學習意願」分層面最低。
五、年齡愈輕、服務年資較淺對「流行時尚傾向」的覺知較強,擔任主任職務對「社群參與傾向」較高、在「家庭中心傾向」的覺知,30歲以下者低於40歲以上者。
六、年齡高者、大學學歷以下以及每天使用電腦或上網的平均時數未滿1小時者對「自我能力困擾」覺知較高。
七、男性、年齡在30歲以下者、科任教師與教師兼主任以及每天使用電腦或上網的平均時數累積較多者,其資訊科技學習態度覺知較強。
八、男性、科任教師以及每天使用電腦或上網的平均時數滿4小時以上者,其資訊科技學習意願覺知較強。
九、不同程度的生活型態在資訊科技學習態度、資訊科技學習意願上有顯著差異;生活型態相對得分愈高,其在資訊科技學習態度、資訊科技學習意願的覺知也愈強。
十、不同程度資訊科技學習困擾、資訊科技學習態度在資訊科技學習意願上有顯著差異;資訊科技學習困擾的得分愈低,在資訊科技學習意願上也愈高,資訊科技學習態度的得分愈高,在資訊科技學習意願上也愈高。
十一、自我能力困擾與學習的興趣、學習的自信及整體資訊科技學習態度呈現顯著負相關,家庭困擾與整體資訊科技學習困擾皆與學習的自信有顯著負相關,家庭困擾也與學習的社會覺知有顯著負相關。
十二、自我能力困擾、家庭困擾、整體資訊科技學習困擾三者皆與電腦學習意願、網路學習意願及整體資訊科技學習意願呈現顯著負相關,其中家庭困擾也與通訊學習意願有顯著負相關。
十三、資訊科技學習態度與資訊科技學習意願各層面之間,彼此正向相關並且互相影響。
十四、小學教師的資訊科技學習困擾、資訊科技學習態度對資訊科技學習意願具有預測力。
十五、整體建構的理論模式適配度良好,生活型態、資訊科技學習態度、資訊科技學習困擾對資訊科技學習意願具有影響效果,並有高度的解釋力。
十六、生活型態、資訊科技學習態度、資訊科技學習困擾交互作用後,對資訊科技學習意願各分層面的影響,以網路學習意願為最大。
根據上述之研究結果,本研究對教育行政機關、國民小學及後續研究方面提出具體建議。
This research focuses on the Result of the Teachers in Learning Information Technology. The researcher had proceeded samplings to elementary school teachers of Kaohsiung City with self-organized questionnaires-- “The investigation questionnaire on the Result of the Teachers in Learning Information Technology”. 507 questionnaires out of 735 questionnaires were effectively reclaimed. Statistical analyses, such as item analysis, factor analysis, reliability analysis, t Test and one-way ANOVA, Pearson Correlation Analysis, Stepwise Multiple Regression, and Analysis of Moment Structure were applied to the data using SPSS15.0 and AMOS 7.0 software.
The conclusions of this research include:
1. For lifestyle, it is dominated by cognitive tendency of "family-oriented tendency", except for a weak performance in "fashion tendencies".
2. The overall learning difficulty in information technology is medium to low, with a highest "self-capacity difficulty" sub-level and a low "family difficulty" sub-level.
3. The overall learning attitude in information technology is medium to high, with a highest "social awareness of learning" sub-level and a lowest "interest in learning" sub-level.
4. The overall learning intention in information technology shows a medium to high level, with a highest "computer orientation" sub-level and a lowest "communication orientation" sub-level.
5. The younger the age, the stronger the "fashion tendency" awareness in junior staff, whereas people in the position of a director have a higher "community involvement tendency", and people below the age of 30 years-old have a lower "family-oriented tendency" awareness than those over the age of 40 years old.
6. The elderly people, or people without college education or spend less than one hour on the Internet, have higher "self-capacity difficulty" awareness.
7. Male subject teachers and teachers who are also directors, below 30 years of age and spend more time on the computer or the Internet, have a stronger awareness in learning attitude in information technology.
8. Male subject teachers who on average spend more than 4 hours on the computer or the Internet daily, have a stronger awareness in learning intention in information technology.
9. Different levels of lifestyle show a significant difference in information technology learning attitude and intention; the higher the score in lifestyle, the stronger the awareness in information technology learning attitude and intention.
10. Different levels of information technology learning difficulty and learning attitude show a significant difference in learning intentions; the lower the score in information technology learning difficulty, the higher the learning intention in information technology, and the higher the score in information technology learning attitude, the higher the learning intention in information technology.
11. The is a significant negative correlation between self-capacity difficulty and interest in learning, self-confidence in learning, and the overall learning attitude in information technology; there is a significant negative correlation between family difficulty, overall learning problem in information technology, and self-confidence in learning; there is also a significant negative correlation between family difficulty and social awareness of learning.
12. There is a significant negative correlation between self-capacity difficulty, family difficulty, overall learning difficulty in information technology, and computer orientation, internet orientation, and overall learning intention in information technology, in which there is also a significant negative correlation between family difficulty and communication orientation.
13. There is a positive relationship and mutual influence between all levels in learning attitude in information technology and learning intention in information technology.
14. Primary school teacher's learning difficulty and learning attitude in information technology have a predictive power on learning intention.
15. The overall theoretical model constructed has a sound goodness of fit, while lifestyle, information technology learning attitude, and learning difficulty have an impact and high explanatory power on information technology learning intention.
16. After the interaction between lifestyle, information technology learning attitude, and learning difficulty, the greatest impact on all sub-levels of information technology learning intention was Internet orientation.
In accordance with the research results mentioned above, this research has proposed specific recommendation to the government administrative offices of education, elementary schools and follow-up researchers.
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