教师技术信任研究

发布时间：2018-06-10 07:00

本文选题：信任 + 技术信任　；参考：《华东师范大学》2017年博士论文

【摘要】：今天,信息技术对于教育的变革性影响日益凸显,而教师通常是影响发生的关键。技术主义主导着教师的技术信念,并造成了教师与技术关系的疏离,带来教育信息化和教师技术实践的误区。因此,重新审视教师技术信念并建构教师与信息技术的新关系便极为必要。"信任"是一个跨学科术语。信任除了常被用于描述人际关系,也偶见于形容人物关系。研究立足媒体等同与技术意向性理论,并结合技术设计与应用实践的典型案例,提出"技术信任"这一概念,并论证技术信任作为人与技术间交互关系理想状态的合理性。基于教育信息化和教师技术使用实践,研究认为教师技术信任是一个合理且亟待解释的概念,并将教师技术信任定义为:在教育情境中,教师对教育信息技术的功能、可靠和助益持有积极期望,并愿意且计划使用技术的意图,创造性地利用技术而实现育人主旨的追求。教师技术信任是一种辩证的技术信念,表明教师对技术持有积极期望,同时又警惕技术带来的教学风险。研究以一般信任模型、计划行为理论、理性行动理论和技术接受模型为基础,建构了教师技术信任影响因素模型和教师技术信任作用后效模型,用以解释教师技术信任的要素维度、影响因素与作用后效及其关系。教师技术信任包括技术的功能信念、可靠信念和助益信念三个维度。其中,功能体现为技术提升教师工作效率与绩效方面的潜能,助益体现在技术为教师使用提供及时的帮助,可靠体现为技术在各种应用场合中操作与结果的一贯。教师技术信任影响因素模型假设了教师技术信任成功建立受到三个因素影响,即教师特征,如技术倾向、技术自我效能感、技术风险感知;技术特征,如技术可用性和易用性;以及教师与技术交互情境特征,如学校支持、主观规范等。教师技术信任作用后效模型则假定了教师技术信任能预测教师的技术使用意愿和技术使用行为,如技术持续使用,技术使用频度、使用重点以及使用感受等。为了检验与确认模型的合理性,研究在借鉴国外相关量表的基础上设计了调查问卷。问卷具体包括教师个人基本信息、教师技术信任、教师技术信任影响因素、教师技术信任作用后效等四个部分。调查采用现场纸质问卷和网上电子问卷的两种方式,并选择湖南省中小学教师为对象。研究采用SPSS和AMOS统计软件汇总与分析所调查数据。结果表明,教师人口学变量与教师技术信任具有一定的相关性,影响因素模型与作用后效模型是合理且有效,即教师特征、技术特征和情境特征显著影响教师技术信任,同时教师技术信任对于教师技术使用意图、使用行为与使用感受等具有重要的预测作用。最后,研究提出了教师技术信任成功建立的三个策略:加强旨在提升教师技术信任素养的教育;促进可信任技术或技术系统的设计;培育学校技术信任文化。三方综合作用将促成教师形成适当且持续的技术信任,并转化为教师主动且创新性的技术使用行动,以此助推我国信息技术与教育融合的创新发展。
[Abstract]:Today, the changing influence of information technology on education is becoming increasingly prominent, and teachers are usually the key to the impact of it. Technicism leads to teachers' technical beliefs, and causes alienation between teachers and technology relations, and misunderstandings of educational information and teachers' technical practice. Therefore, it is necessary to reexamine teachers' technical beliefs and construct teachers and letters. The new relationship of interest technology is extremely necessary. "Trust" is an interdisciplinary term. Trust is often used to describe interpersonal relationships. It is also occasionally seen in the relationship of characters. It is a study based on the theory of media equivalence and technical intentionality, and a typical case of technical design and application practice, and the concept of "technical trust" is proposed and the technical trust is demonstrated. The reasonableness of the ideal state of the interaction between human and technology. Based on the practice of educational information and the use of teachers' technology, the research believes that the technical trust of teachers is a reasonable and urgent concept, and defines the technical trust of teachers as: in the educational situation, the teacher has a positive and positive period for the function of educational information technology. Looking, and willing and planning to use the technical intention to creatively use technology to pursue the purport of educating people. Teachers' technical trust is a dialectical technical belief that teachers hold positive expectations for technology and also be vigilant about the teaching risks brought by technology. Based on the technology acceptance model, the model of the influence factors of teachers' technical trust and the post effect model of teachers' technical trust are constructed to explain the factor dimension of teachers' technical trust, the influence factors and the aftereffect and their relationship. The technical trust of teachers, including the three dimensions of the functional belief of technology, the reliable belief and the beneficial belief, is the function of the teacher's technical trust. It embodies the potential of technology to improve the efficiency and performance of teachers, which is reflected in the timely help of technology for teachers and the consistent practice and results of technology in various applications. The model of influence factors of teachers' technical trust assumes that the success of teachers' technical trust is influenced by three factors, that is, teaching The characteristics of teachers, such as technical tendencies, technical self-efficacy, technical risk perception, technical features such as technical availability and usability, and the interactive situational characteristics of teachers and technology, such as school support and subjective norms. The post effect model of teachers' technical trust is assumed to be able to predict the technical use and technology of teachers. In order to test and confirm the rationality of the model, a questionnaire is designed on the basis of foreign related scales. The questionnaire includes the basic information of teachers, the trust of teachers, the influencing factors of teachers' technical trust, and the technology of teachers. Four parts, such as the aftereffect of the role of trust, and the two ways of using the field paper questionnaire and the online electronic questionnaire, and choosing the primary and secondary school teachers in Hunan Province as the object. The research uses the SPSS and AMOS statistical software to summarize and analyze the data. The results show that the teacher demographic variables are related to the technical trust of the teachers and influence the cause. The model and effect model are reasonable and effective, that is, teachers' characteristics, technical characteristics and situational characteristics have a significant influence on Teachers' technical trust. Meanwhile, the technical trust of teachers has an important predictive effect on Teachers' use of technology, use behavior and use feeling. Finally, the research puts forward three successful establishment of teachers' technical trust. Strategy: strengthen the education aimed at improving the technical trust quality of teachers; promote the design of trustworthy technology or technology system; foster the school technology trust culture. The three party comprehensive effect will help teachers to form appropriate and sustained technical trust and translate into Teachers' active and innovative technology use action to boost China's information technology and The innovation and development of education integration.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G451

【参考文献】