| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 101 === The purpose of this study was to explore the relationship among college students’ perceptions of faculty knowledge in technology-supported class environment, technology-supported constructivist learning environments, and their perceived attitude towards technology. Five hundreds and seventy one college students from Taiwan were selected by stratified sampling. The respondents completed the “Scale of Students’ Perceptions of Faculty Knowledge (SPFK),” “Scale of Students’ Perceptions of Technology-Supported Constructivist Learning Environments” and “Scale of Students’ Perceptions of Attitude Towards Technology.” Descriptive statistics, t-test, one-way ANOVA, Pearson correlation, and Structural Equation Models were conducted to analyze the quantitative data. Findings from the study were summarized as follows:
1. College students’ perceptions of “subject matter knowledge” mean score was
the highest in the“scale of students’ perceptions of faculty knowledge (SPFK)”, while the dimensions of “technology pedagogical content knowledge” mean score was the lowest in the“scale of students’ perceptions of faculty knowledge (SPFK)”.
2. With the respect to “scale of students’ perceptions of technology-supported constructivist learning environments”, college students’ perceptions of “relevance” mean score was the highest while the mean score was the lowest in the dimensions of “learning to investigate”.
3. College students’ perceptions of “consequence” mean score was the highest in the “scale of students’ perceptions of attitude towards technology”, while the dimensions of “difficulty” mean score was the lowest in the “scale of students’ perceptions of attitude towards technology”.
4. College students’ perceptions of “faculty knowledge in technology-supported class environment” (SPFK) was positively correlated with college students’ perceptions of “technology-supported constructivist learning environment”.
5. College students’ perceptions of “technology-supported constructivist learning environment” was positively correlated with college students’ perceptions of “attitude towards technology”.
6. Senior college students held a higher mean score in “perceptions of faculty knowledge in technology-supported class environment” than freshman college students.
7. The mean score of the perceptions of college students who major in science , technology, and engineering were significantly higher than that of those majoring in social science, liberal arts, business, and law in “perceptions of faculty knowledge in technology-supported class environment” (SPFK).
8. The mean scores of the perceptions of college students who major in social science and liberal arts score were significantly lower than those majoring in science and technology, law, business and life science on “perceptions of attitude towards technology ”.
9. College students’ perceptions of “technology-supported constructivist learning environment” can significantly predict college students’ perceptions of “faculty knowledge in technology-supported class environment”(SPFK).
10. “Learning to communicate” can directly predict college students’ perceptions of “faculty knowledge in technology-supported class environment” (SPFK).
11. “Learning to investigate” can directly predict college students’ perceptions of “faculty knowledge in technology-supported class environment” (SPFK).
12. “Learning to think” can directly predict college students’ perceptions of “faculty knowledge in technology-supported class environment” (SPFK).
13. “Difficulty” can directly predict college students’ perceptions of “faculty knowledge in technology-supported class environment” (SPFK).
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