The Effect of Teachers' Teaching by Interactive White Board

• Main Authors: Ching-Yun Tsai, 蔡青芸
• Other Authors: Hsiang-jen Meng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/00581673177196104239

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 98 === The purpose of this study is to explore stages of concern, receptivity, teaching self-appraisal and self-actualization appling on IWB. The methodology of study carries on the literature review and the questionnaire survey. First, we collected and discussed the domestic and foreign related literature review. According to them, we established our research construction. Then, we referred to〝the stages of concern(SoC)〞of Hall et al. and〝Technology Acceptance Model〞of Davis. We devoloped four seperated questionnaire including SoC questionnaire, TAM related questionnaire, teaching self-appraisal questionnaire, and self-actualization appling questionnaire . This research questionnaire survey's object mainly was the teachers of 114 schools which has ever participated in class of interactive white board at elementary and junior high schools in PingTung County. The teachers of 570 were investigated. Effective questionnaires were 370. The effective return rate was 65%. Data analysis included the descriptive statistics, t-test(independent samples), chisquare test, one-way ANOVA, post hoc method and regression analysis. Finally, the important conclusions of this study are followed: 1. There are several significant differernces among the〝using situation〞of the teachers based on their background such as sex, occapation title and scales of school. 2. Most of teachers stand on the stage 1-informational concern. Others are stage 0-awareness concern and stage 6-refocusing concern. 3. There are several significant differernces among the teachers' stages of concern with using situation. 4. In stage 1 teachers, there are several significant differernces among stages of concern with educational degree, occapation title, scales of school, times of paticipating in computer informational class and whether or not actional studies. 5. The teachers' receptivity are generally positive on three various levels. 6. There are several significant differernces among receptivity of the teachers based on their background such as sex, educational degree, occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 7. There are several significant differernces among teaching self-appraisal of the teachers based on their background such as occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 8. There are several significant differernces among self-actualization appling of the teachers based on their background such as occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 9. The teachers' receptivity , teaching self-appraisal and self-actualization appling are significant positive.