教育學報



以科技接受模式理論探究教師對電子白板融入教學的接受與使用情形

2015.第43卷第2期(Vol. 43 No. 2).pp. 145–172
 

以科技接受模式理論探究教師對電子白板融入教學的接受與使用情形

Using the Technology Acceptance Model to Examine Teachers’ Acceptance and Use of Interactive Whiteboards for Instruction

羅藝方、楊淑晴、吳妹容(Yi-Fang LUO, Shu-Ching YANG, & Mei-Rong WU)

摘要

電子白板(interactive whiteboard,下稱IWB)強大而多樣化的互動功能是融入教學的最大優勢,亦是教育界大力推廣的主因。本研究以科技接受模式為理論基礎,探討教師對於IWB功能的使用與IWB教學接受度之關係。本研究發現進階層次的互動功能無法有效預測教師對IWB融入教學的認知有用性。而且就算教師對IWB技術的使用具有高度信心,仍偏向使用基本層次的互動功能;在教學互動上,則着重在教師與IWB間的互動,對於「教師-機器-學生」之間這種真正的實踐互動式教學則比較缺乏。本研究根據研究結果與討論,提出教育實務與未來研究的建議。

關鍵詞:電子白板;電子白板融入教學;科技接受模式;互動式教學

Abstract

The strong and diverse interactive functions of interactive whiteboards (IWB) are the main factors for the education sector in accepting, adopting and promoting IWB for instruction. This study, using the technology acceptance model as the theoretical basis, explored the relation between teachers’ use of IWB functions and their acceptance of IWB for instruction. The high interactivity of IWB has been regarded as a key factor to enhance the effectiveness of teaching and learning. Nevertheless, this study found that although the advanced functions of IWB have higher interactive features, they cannot effectively predict “the perceived usefulness” of IWB for instruction. Furthermore, although teachers have confidence in the use of IWB, they still tend to use the basic functions even more than the advanced functions. As for the interaction during instruction, teachers also tend to interact between themselves and the IWB instead of among themselves, the machine and students. However, it is the latter kind of interaction that can really help students participate in the classroom. Finally, based on the findings and discussions of this study, recommendations are suggested for educational practice and future research.

Keywords: interactive whiteboard; IWB for instruction; technology acceptance model; teaching interaction