臺中市梧棲區國小教師對電子教科書的認知及使用意願之研究

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Title:	臺中市梧棲區國小教師對電子教科書的認知及使用意願之研究
Other Titles:	A Study of Primary School Teachers' Perception and Acceptance of Electronic Textbooks in Wuqi District of Taichung
Authors:	鍾孟芳 Chung, Meng-Fang
Contributors:	國際事務與企業學系公共政策研究碩士班張子揚 Tzu-Yang Chang
Keywords:	電子教科書;科技接受模式;認知有用性;認知易用性;使用意願 electronic textbook;Technology Acceptance Model;perceived usefulness;perceived ease of use;behavioral intention to use
Date:	2016
Issue Date:	2016-10-26 13:33:56 (UTC+8)
Abstract:	本研究係根據Davis（1989）提出的科技接受模式為理論基礎，主要目的為探究國小教師使用電子教科書時，其外部變數和認知有用性、認知易用性對電子教科書之認知與使用意願的相互關係。本研究採問卷調查法，以臺中市梧棲區國小教師為研究對象，針對研究對象共發出問卷250份，回收之有效問卷有205份。回收之問卷以描述性統計、單一樣本t檢定、皮爾森積差相關分析、迴歸分析等統計方法進行分析。本研究獲得結論如下：（一）在臺中市梧棲區國小教師使用電子教科書之現況調查結果方面，本研究發現電子教科書已經成為臺中市梧棲區國小教師教學上的得力輔助，約有95%以上的國小教師會使用電子教科書做為教學時的輔助。並且已有相當程度的使用經驗，大約有65%的教師有3年以上的使用經驗。而每周使用1~10節；每節使用1至20分鐘的教師，約佔75%。最常使用電子教科書教學的科目中，國語排名第一，數學排名第二，生活與綜合活動並列第三。（二）在國小教師對電子教科書的認知層面，本研究發現（1）國小教師在使用電子教科書之「認知有用性」方面，認同可以加強其教學準備、教學進行及教學成效。（2）國小教師在使用電子教科書之「認知易用性」方面，認同電子教科書容易使用、操作方式清楚明暸。（3）國小教師在使用電子教科書之「使用意願」方面，認同其願意使用電子教科書來進行教學。（4）國小教師使用電子教科書之「認知有用性」、「認知易用性」對其「使用意願」具有解釋力。（5）「認知有用性」相較於「認知易用性」對「使用意願」更具有影響。（6）國小教師使用電子教科書在外部變數之「系統特質」對「認知有用性」具有解釋力。（7）國小教師使用電子教科書在外部變數之「系統特質」、「風險性認知」對「認知易用性」具有解釋力。　　The theoretical basis of this study is based on the technology acceptance model that Davis (1989) proposed. The primary purpose of this study is to explore elementary school teachers' behavior pattern of using electronic textbooks; mainly the relationships among the external variables, perceived usefulness, perceived ease of use, and intention to use. The study used the questionnaire survey method, and the elementary school teachers in Wuqi district of Taichung were the study population. The acquired data were statistically analyzed using descriptive statistics, independent sample t-test, Pearson correlation analysis and regression analysis.　　The following points from this study were concluded. In the aspect of current condition in using electronic textbooks at elementary school in Wuqi district of Taichung, we found that, firstly, the electronic textbooks have became an effective instrument for elementary school teachers. Approximately 95% of the teachers use electronic textbooks in teaching. Secondly, elementary school teachers in Wuqi district of Taichung has already had certain degree of electronic textbooks usage experience, approximately 65% teachers has had experience of 3 years or more. Thirdly, approximately 75% teachers use electronic textbooks 1~10 periods per week; and 1~20 minutes per period. Among the most frequently used subjects, Chinese places the first, Mathematics places the second and Comprehensive activity is the third one. In the aspect of teachers’ percetion of electronic textbooks, teachers approved that (1) the electronic textbooks can enhance their teaching preparation, teaching and teaching effectiveness; (2) the electronic textbooks are easy to use; (3) teachers agree to use electronic textbooks for teaching; (4) “perceived usefulness” and “perceived ease of use” has explanatory power in “behavioral intention to use” of using electronic textbooks; (5) “Perceived usefulness” compared to “perceived ease of use” is more influential to “behavioral intention to use”; (6) the external variable, “system quality”, has explanatory power in “perceived usefulness” of using electronic textbooks; (7) the external variables, “system quality” and “perceived risk”, have explanatory power in “perceived ease of use” of using electronic textbooks.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Public Policy Studies)

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