揭示数学教师在数字一对一环境中的教学预期:修改后的UTAUT研究
Robert Weinhandl1, Christoph Helm2, Branko Anđić3
1School of Education, Johannes Kepler University, Department of STEM Education, Altenberger Straße 68 4040 Linz. Standort. Science Park 5, Austria.
Heliyon
|August 22, 2024
概括
技术和外部因素显著影响数学教师对在一对一学习环境中使用数字技术的期望. 了解这些影响对于有效的教育技术实施至关重要.
科学领域:
- 教育技术的教育技术
- 数学教育教育 数学教育
- 教师培训 培训教师培训
背景情况:
- 数字技术越来越多地通过一对一的倡议融入学校.
- 教师的期望对于成功采用教育技术至关重要.
- 现有的研究往往忽略了在数字学习环境中影响教师的具体因素.
研究的目的:
- 调查影响数学教师教学预期的内部,外部和技术因素.
- 将技术接受和使用的统一理论适应数字一对一环境.
- 为决策者提供关于有效教育技术整合的经验证据.
主要方法:
- 采用了经过修改的技术接受和使用的统一理论模型.
- 结构方程建模用于数据分析.
- 数据从900多名数学教师在数字一对一设置中收集.
主要成果:
- 技术因素被发现是教师对教学预期的重要预测因素.
- 外部因素也对教师期望产生了显著的预测影响.
- 与技术和外部影响相比,内部因素的影响较小.
结论:
- 教育技术实施政策应优先考虑技术和外部因素.
- 旨在改善教师采用数字工具的干预措施必须考虑这些关键影响.
- 调查结果为政策制定者和教育技术开发者提供了宝贵的见解.
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