Taiwanese teachers’ acceptance of robotics technology, teaching beliefs and technological pedagogical content knowledge of robotics-based instruction

• Main Authors: Yuan-Kai Chu, 朱元楷
• Other Authors: Meng-Jung Tsai
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/72gasc

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 106 === This study aims to explore Taiwan in-service elementary and high school teachers' views on the integration of robotics into teaching. By developing Technological Pedagogical Content Knowledge-Robotics (TPACK-R), Robotics Teaching Belief Scale (RTBS) and Technology Acceptance of Robotics Scale, this study focuses on the teachers' self-evaluation on their willingness and knowledge to use robots in their classrooms. A total of 115 in-service teachers who participated in a teachers’ professional development workshop for robotics-integrated teaching designs were the sample of the study. Factor analyses, reliability analyses and SEM analyses are analyzed among the scores of RTBS, TPACK-R and technology acceptance of robotics. The results indicated that all three instruments show good reliability and validity. In addition, the PLS-SEM analysis found teachers' attitude of RTBS can directly predict all dimensions of TPACK-R. Moreover, teachers' perceived ease of using robotics can directly predict RK, RPK and RCK. Teachers' perceived usefulness of robotics can directly predict RPCK. Future studies are suggested to explore approaches for improving teachers' attitudes about integrating robotics into teaching and to investigate other factors that may affect teachers’ decision making.