摘要
教师的信息技术应用行为对于提升教学绩效至关重要,因此有必要对影响教师信息技术应用行为的因素进行深入分析。该研究采用混合研究设计,基于相关理论模型开展质化研究,构建教师信息技术应用行为影响因素理论模型,并通过量化实证研究进行了模型探索与检验。研究结果表明,群体影响、绩效预期、便利条件、教学具体内容以及已有技术应用体验都能够在不同程度上影响教师在教学中应用信息技术。其中,群体影响、应用意向和态度对应用行为具有较高的影响力。在此基础上,研究提出了具有较高可操作性的教师教育实践策略。
Teachers＇ technology using behaviors is critical to improve their teaching performance, so it is important to investigate factors which can influence teachers＇ use of technology in teaching. For this purpose, a mixed method was used. Firstly, based on Innovation-Decision Process, UTAUT and TPACK, a qualitative study was conducted to propose theoretical research model. And then, a quantitative study was used to test this model. Results indicated that social influence, performance expectancy, facilitating conditions, teaching content and experience of technology using had significant and positive effect on teachers＇ use of technology. Social influence, using intention and attitude were the strongest predictors of teachers＇ technology using behaviors. Practical strategies for promoting teachers＇ use of technology in teaching were also put forward.
出处
《中国电化教育》
CSSCI
北大核心
2018年第1期118-125,共8页
China Educational Technology
基金
全国教育科学"十二五"规划国家一般课题"北美面向青少年的数字教育资源建设机制研究"(课题编号:BCA150052)的阶段性研究成果
