南華大學機構典藏系統:Item 987654321/25892
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    Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/25892


    Title: 以科技框架理論模式探討認知衝突對學校資訊系統導入之影響
    Other Titles: A Study of the Influence of Cognitive Conflict on the Use of School Administration Information Systems: A Technological Frame Analysis
    Authors: 程獻正
    CHENG, HSIEN-CHENG
    Contributors: 資訊管理學系
    謝定助
    HSIEH, TING-CHU
    Keywords: 科技框架;學務系統;認知衝突
    Techonlogy Frame;School Administration Information Systems;cognitive conflict
    Date: 2016
    Issue Date: 2017-12-08 17:15:20 (UTC+8)
    Abstract: 　　學務管理系統在國中小的教學環境中,是最常見且重要的系統，而學校成員認知與偏見對資訊系統導入推動之影響相關研究較少，故本研究探討各群組使用者遭遇之困難與衝突，以作為資訊科技導入參考。並以目前使用多年的學務管理系統軟體為研究標的，透過科技框架理論（Techonlogy Frame）的分析，探討三群體因認知衝突對學校資訊系統導入之影響。　　本研究針對三個群組採用深入訪談、文獻分析方式來進行質性探討，透過資料分析，呈現導入系統之互動會遭遇的認知問題、認知差異及使用影響。科技框架理論經本研究發現個人或群體只有極少數使用優先權與資源、政策三個類別來詮釋學務系統，反而是以其使用內容與時機、方便性、共通性為主。本文貢獻是目前科技框架理論只應用於企業組織導入商業資訊系統，在本研究中將此理論應用範圍擴增至教育組織的教學行政系統，且新形成框架的情境構面，有別於原來Orlikowski & Gash(1994)提出的科技框架面向；且由本研究得到的資料結果，群體所擁有的框架之間的差異分別來自於三個不同的群體，也分析其各群體間認知影響對學務系統導入結果，可為今後學校組織要導入相關的教學行政系統時之參考。
    　　The School Administration Information Systems is a common and important system in Junior High Schools and Elementary Schools in Taiwan. However, there is few studies on the influence of use of School Administration Information Systems on the cognitive and prejudice of school staffs. The study discusses the difficulties and conflicts of different groups of users as a referance of the use of Information Systems. And, through the analysis of Techonlogy Frame, School Administration Information Systems which has been used for years as the study target, the influence resulted from the the use of School Administration Information Systems of three groups of users are studied.　　Qualitative study takes on interview and history analysis on three groups of users, the analysis shows the cognitive problem, difference and the influence on use on the interactive usage of School Administration Information Systems. Techonlogy Frame shows that few individual nor group of users interpret School Administration Information Systems on the category of priority, resource or policy; while more interpret on the content, convinience and application. This study also contribute Techonlogy Frame from the use on commercial information System to the extention use on Educational Administration Systems of Education organizations. And resulted on a new oganization to the Techonlogy Frame which is different from the Techonlogy Frame of Orlikowski & Gash(1994). The result of this study, the different frames of differenct groups shows the congnitive conflicts influence the usage of School Administration Information Systems provide referance for educational organizations.
    Appears in Collections:[Department of Information Management] Disserations and Theses

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