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題名:國民小學數位落差影響機制之研究:多層次模式的檢驗
作者:廖金培
作者(外文):Kimba Liao
校院名稱:國立臺北教育大學
系所名稱:教育經營與管理學系
指導教授:孫志麟
學位類別:博士
出版日期:2014
主題關鍵詞:HLM階層線性模式數位科技運用數位落差跨層級交互作用效果影響機制hierarchical linear modeling-HLMdigital technology usedigital dividecross-level interaction effectinfluential mechanism
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摘要
本研究旨在瞭解新北市國民小學學生數位落差的現況與影響情形,採用分層隨機抽樣方式,以新北市59所國小學與每校五六年級各一班學生為調查對象,共計2706位學生。研究工具包括「學生數位落差問卷」與「學校數位環境問卷」,並以HLM階層線性分析方式進行資分析處理,針對研究議題深入瞭解。
綜合分析結果獲得結論如下:(1)新北市國小學生及學校間存在數位科技運用落差現象;(2)學生個人性別、家長教育程度、家庭社經地位、族群(原住民或新住民)等因素,對數位科技運用具有顯著直接影響;(3)學生個人的數位內容近用、數位科技素養因素,對其數位科技運用具有直接顯著影響;(4)學生家庭中家長教育程度、家庭社經地位、族群(原住民或新住民)等因素,會透過中介變項(數位科技近用、數位內容近用、數位科技素養)對數位科技運用具有顯著中介效果影響;(5)學校層次(學校數位科技近用、學校師資數位素養、學校數位教育政策)等組織因素,對學校內學生數位科技運用具有直接顯著影響;(6)學校層次(數位科技近用校平均、數位內容近用校平均、數位科技素養校平均)等脈絡因素,對學校內學生數位科技運用具有直接顯著影響;(7)學校層次脈絡因素,會透過中介變項對數位科技運用具有顯著的跨層級中介效果影響;(8)學校層次中的學校數位教育政策,對學生個人「數位內容近用對其數位科技運用影響」具有顯著跨層級交互作用調節效果:(9)投入學校數位教育政策之HLM完整模型,較適合做為新北市國小學生數位落差研究之分析模型;(10)國小學生數位科技運用受到多層次因素之動態交互作用所形成的「影響機制」影響。
最後本研究依據研究結果,分別對教師、教育行政機關、師資培育機構、學校,以及後續研究提出建議。
Abstract
This study is to understand the current situation and the impact of digital divide. The subjects in this study are 2706 5th and 6th grade students. It uses stratified random sampling and the survey samples to extract from 59 elementary schools in New Taipei City. The research tools include two questionnaires: Students’ digital divide and Schools’ digital environment. It uses Hierarchical Linear Analysis-HLM methods, to analyze the data and to understand the subject more deeply.
The conclusions of the analysis results are: (1) there are divides of digital technology use in students and elementary schools of New Taipei City, (2) individual students’ gender, parents’ education level, socioeconomic status, race (aboriginal Taiwanese or immigrant residents) have significant direct influences to digital technology use, (3) students’ digital content access and digital technology literacy have significant direct influences their digital technology use, (4) factors such as parents’ education level, family’s socioeconomic status, race (Aboriginal Taiwanese or Immigrant residents) have significant mediation effect influences through the intervening variables including digital technology access, digital content access, and digital technology literacy, (5) the organizational factors of schools’ level including schools’ digital technology access, teachers’ digital technology literacy, schools’ educational policies have significant directly effects for students’ digital technology use, (6) the context factors of schools’ level including average of schools’ digital technology access, average of schools’ digital content access, average of schools’ digital technology literacy have significant directly effects for students’ digital technology use, (7) the context factors of schools’ level have significant cross level mediation effect influences on the students’ digital technology use through the intervening variables, (8) school’ educational policies have significant cross level interaction adjustment effect on individual students’ influences of digital content access affects to digital technology use, (9) the model of HLM full model and which include schools’ educational policies variable is more suitable for the research about elementary schools’ students’ digital divide, (10) the digital technology use of elementary schools’ students are affected by the influence mechanism caused of the dynamic interactions of multi-level factors.
Finally, based on the results, it provides suggestions for teachers, schools, education authorities, teacher training institutions, and future research about students’ digital divide.
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