整合视角下教师采纳新技术的影响因素体系研究
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摘要
技术对教育的改革与发展具有重大的支持和推动作用,但是任何新技术进入教育领域都不是一帆风顺的。因此,为了更顺利地推进技术在教育中的应用,众多研究者把教育领域"接受与采纳新技术"的过程、影响因素、方法等作为研究主题。在梳理新技术与教育融合的趋势及教师的关键性作用的基础上,将社会心理学理论支持下的"技术接受模型"(Technology Acceptance Modle,TAM)和行为科学理论支持下的"任务—技术适配模型"(Task-Technology Fit,TTF)相整合,建立了由技术使用者(教师)、技术以及外部环境三个构面组成的教师采纳新技术的影响因素理论体系模型,以期对如何更好地促进教师采纳新技术,提供可参考的理论建议。
Technology plays an important role in supporting and promoting the reform and development of education. Howev-er, it is not always easy for any new technology to enter the field of education. Therefore, in order to promote the application of technology in education more smoothly, many researchers take the process, influencing factors and methods of "accepting and adopting new technology" in the field of education as the research topic. In this study, TAM and TTF were integrated to establish a theoretical system model of influencing factors for teachers' adoption of new technologies from three perspectives: technology users(teachers),technology and external environment,in order to provide some theoretical suggestions on how to better promote teachers to adopt new technologies.
Technology plays an important role in supporting and promoting the reform and development of education. Howev-er, it is not always easy for any new technology to enter the field of education. Therefore, in order to promote the application of technology in education more smoothly, many researchers take the process, influencing factors and methods of "accepting and adopting new technology" in the field of education as the research topic. In this study, TAM and TTF were integrated to establish a theoretical system model of influencing factors for teachers' adoption of new technologies from three perspectives: technology users(teachers),technology and external environment,in order to provide some theoretical suggestions on how to better promote teachers to adopt new technologies.
引文
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[19]刘梅.高校教师混合式学习接受度的影响因素研究---基于创新扩散的视角[J].现代教育技术,2018(11):54-60.
[20]张海,肖瑞雪,王以宁,樊峰伟.基于技术接受模型的师范生TPACK发展研究[J].中国电化教育,2015(5):111-117.
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[23]张汉玉,钱冬明,任友群.推进电子书包教学应用:教师接受度的实证研究[J].电化教育研究,2015(1):92-97.
[24]方旭,张新华,李林.教师STEM网络教育平台行为意向影响因素---基于华南师大Wise平台的调查[J].开放教育研究,2018(6):59-67.
[26]高峰.教师的个人特质与教育信息技术的采纳---基于高校网络教学背景的实证研究[J].电化教育研究,2011(12):25-31.
[27]Karahanna E,Agarwal R,Angst C M.Reconceptualizing Compatibility Beliefs in Technology Acceptance Research[J].MIS Quarterly,2006(4):781-804.
[28]Lee Y H,Y C Hsieh,C N Hsu.Adding Innovation Diffusion Theory to the Technology Acceptance Model:Supporting Employees’Intentions to Use E-Learning Systems[J].Educational Technology&Society,2011(4):124-137.
[29]胡勇.在线学习平台使用意向预测模型的构建和测量[J].电化教育研究,2014(9):71-78.
[30]曾雪娟.TTF模型的研究进展综述[J].现代图书情报技术,2008(5):27-32.
[31]权国龙,王华文,顾小清.图示工具在协作学习中的影响---基于协作学习项目的调查[J].远程教育杂志,2015(4):59-66.
[32]万力勇,赵呈领.基于UTAUT模型的民族地区中小学信息技术采纳与使用影响因素研究[J].现代远距离教育,2016(2):70-75.
[33]李毅,吴思睿,廖琴.教师信息技术使用的影响因素和调解效应的研究---基于UTAUT模型[J].中国电化教育,2016(10):31-38.
[2]叶晓玲,李艺.论教育中技术的生存历程及其发展指向[J].电化教育研究,2017(2):19-25.
[3]教育部关于印发《教育信息化2.0行动计划》的通知[DB/OL].[2018-09-27].http://laws.ict.edu.cn/laws/new/n20180416_49471.shtml.
[4]中共中央、国务院印发《中国教育现代化》[DB/OL].[2019-02-24].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/201902/t20190223_370857.html.
[5][8]李艳,姚佳佳.高等教育技术应用的热点与趋势---《地平线报告》(2018高教版)及十年回顾[J].开放教育研究,2018(6):12-28.
[6]宫淑红,焦建利.创新推广理论与信息时代教师的信息素养[J].教育发展研究,2002(7):64-67.
[7]杨浩,郑旭东,朱莎.技术扩散视角下信息技术与学校教育融合的若干思考[J].中国电化教育,2015(4):1-6.
[9]Davis F D.Perceived Usefulness,Perceived Ease of Use,and User Acceptance of Information Technology[J].MIS Quarterly,1989(3):318-319.
[10]Chuttur M Y.Overview of the Technology Acceptance Model:Origins,Developments and Future Directions[J].Sprouts Working Papers on Information Systems,2009(9):1-21.
[11]Venkatesh V.Determinants of Perceived Ease of Use:Integrating Control,Intrinsic Motivation,and Emotion into the Technology Acceptance Model[J].Information Systems Research,2000(11):342-366.
[12]Goodhue D L,Thompson R L.Task-Technology Fit and Individual Performance[J].MIS Quarterly,1995(2):213-236.
[13]Ghasemaghaei M,Hassanein K.Online Infornation Quality and Consumer Satisfaction:The Moderating Roles of Contextual FactorsA Meta-analysis[J].Information&Management,2015(8):965-981.
[14]Mark T D,Diane M S.Extending the Technology Acceptance Model with Task-Technology Fit Constructs[J].Information&Management,1999(1):9-21.
[15]吴利明,张慧,杨秀丹.基于TAM与TTF模型构建高校教师信息使用行为影响模型[J].情报理论与实践,2011(5):78-81,109.
[16]叶小飞.基于TAM与TTF整合模型分析网络信息资源利用[J].图书情报工作,2008(3):39-42.
[17]闵庆飞,刘振华,季绍波.信息技术采纳研究的元分析:2000-2006[J].信息系统学报,2008(2):22-32.
[18][25]Sabherwal R,Jeyaraj A,Chowa C.Information System Success:Individual and Organizational Determinants[J].Management Science,2006(12):1849-1864.
[19]刘梅.高校教师混合式学习接受度的影响因素研究---基于创新扩散的视角[J].现代教育技术,2018(11):54-60.
[20]张海,肖瑞雪,王以宁,樊峰伟.基于技术接受模型的师范生TPACK发展研究[J].中国电化教育,2015(5):111-117.
[21]任秀华,翟娜.高校课堂教学中教师信息技术接受行为调查研究[J].远程教育杂志,2012(2):84-90.
[22]单美贤.论教育场中的技术[M].北京:教育科学出版社,2010:94-95.
[23]张汉玉,钱冬明,任友群.推进电子书包教学应用:教师接受度的实证研究[J].电化教育研究,2015(1):92-97.
[24]方旭,张新华,李林.教师STEM网络教育平台行为意向影响因素---基于华南师大Wise平台的调查[J].开放教育研究,2018(6):59-67.
[26]高峰.教师的个人特质与教育信息技术的采纳---基于高校网络教学背景的实证研究[J].电化教育研究,2011(12):25-31.
[27]Karahanna E,Agarwal R,Angst C M.Reconceptualizing Compatibility Beliefs in Technology Acceptance Research[J].MIS Quarterly,2006(4):781-804.
[28]Lee Y H,Y C Hsieh,C N Hsu.Adding Innovation Diffusion Theory to the Technology Acceptance Model:Supporting Employees’Intentions to Use E-Learning Systems[J].Educational Technology&Society,2011(4):124-137.
[29]胡勇.在线学习平台使用意向预测模型的构建和测量[J].电化教育研究,2014(9):71-78.
[30]曾雪娟.TTF模型的研究进展综述[J].现代图书情报技术,2008(5):27-32.
[31]权国龙,王华文,顾小清.图示工具在协作学习中的影响---基于协作学习项目的调查[J].远程教育杂志,2015(4):59-66.
[32]万力勇,赵呈领.基于UTAUT模型的民族地区中小学信息技术采纳与使用影响因素研究[J].现代远距离教育,2016(2):70-75.
[33]李毅,吴思睿,廖琴.教师信息技术使用的影响因素和调解效应的研究---基于UTAUT模型[J].中国电化教育,2016(10):31-38.