Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/147048
|
| Title: | 國民中學校長科技領導、教師科技素養以及科技負面知覺關係之研究
A Study on Relationships among Junior High School Principals’ Technology Leadership, Teachers’ Technology Literacy and Technology Negative Perception. |
| Authors: | 林旻承
Lin, Min-Cheng |
| Contributors: | 張奕華
Chang, I-Hua
林旻承
Lin, Min-Cheng |
| Keywords: | 科技領導
科技素養
科技壓力
科技焦慮
technology leadership
technological competence
technology stress
technology anxiety |
| Date: | 2023 |
| Issue Date: | 2023-09-01 15:28:17 (UTC+8) |
| Abstract: | 本文透過問卷調查法，探討國民中學校長科技領導、教師科技素養以及科技負面知覺的現況，並檢視校長科技領導、教師科技素養以及科技負面知覺在不同教師背景變項與學校環境變項上的差異情形，以及三者之間的路徑關係。研究者透過問卷調查法，針對北部地區直轄市國民中學教師進行隨機抽樣，共抽取 60 間學校，問卷回收 410 份，其中 378 份為有效問卷。研究結果透過描述性統計、平均數檢定、相關與迴歸分析、以及結構方程模式進行分析。分析結果說明如下：
一、北部地區學校教師校長科技領導程度以及教師科技素養程度屬於中高程
度。
二、國民中學教師科技負面知覺程度為中等程度。
三、不同年齡的教師對校長科技領導的知覺程度有所不同。
四、年齡、服務年資、性別與任教學科不同，科技素養程度亦有所不同。
五、教師於該校服務年資會影響教師的科技壓力與焦慮程度。
六、校長科技領導正相關於教師科技素養、但與科技負面知覺無相關。
七、教師科技素養與科技負面知覺為負相關。
八、教師科技素養之於校長科技領導影響科技負面知覺為完全中介。
研究最後，根據以上結論提出對學校行政的建議，並且針對本次研究所發現及遇見的問題，提出未來研究方向的建議。
The main idea of the study is to realize the circumstances of principal technology leadership, teachers` technological literacy, and technology negative perception in junior high schools. It also examined the differences in technology leadership, technological literacy, and technology negative perception based on various teacher background and school environmental, as well as the path relationships among these factors. Using a questionnaire survey method, the researchers randomly sampled teachers from 60 junior high schools in the northern region of a direct-controlled municipality. 410 questionnaires were collected in total, and 378 are deemed valid. Descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation analysis, multiple regression analysis, and structural equation modeling were employed for data analysis. Following shows the summarize of the results:
1. Teachers` perception of the level of principal technology leadership and their
level of technological literacy were generally at a moderate to high level.
2. Teachers` technology negative perception was at a moderate level.
3. Teachers with different educational backgrounds perceived the level of principal
technology leadership differently.
4. Teachers` technological literacy varied based on their age, gender, years of
service, and teaching subjects.
5. Teachers` technology negative perception varied among different years of
service.
6. There was a significant positive correlation between principal technology
leadership and teachers` technological literacy, while no significant correlation
was found between technology leadership and teachers` technology negative
perception.
7. There was a negative correlation between teachers` technological literacy and
their technology negative perception.
8. The impact of teachers` technological literacy on the principal`s technological
leadership affecting negative perceptions of technology is fully mediated.
According to above findings, recommendations for school administration are provided, and suggestions for future research directions are proposed in response to the identified issues and challenges. |
| Reference: | 壹、中文部分
王永固、許家奇、丁繼紅（2020）。教育4.0全球框架：未來學校教育與模式轉變─世界經濟論壇《未來學校：為第四次工業革命定義新的教育模式》之報告解讀。遠程教育雜誌，3，3-14。
白雅端（2010）。教師專業發展評鑑對教育人員之工作壓力影響之研究─以台南縣市為例〔碩士論文，國立彰化師範大學〕。臺灣博碩士論文知識加值系統。
江佳齡（2019）。國民小學校長科技領導i-VISA指標建構之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。
余徹鵬（2012）。國民小學校長科技領導、教師科技素養與創新教學之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
吳治勳、陳慶餘、許志成、吳英璋（2016）。臺灣老化態度量表之編製與心理計量特性。中華心理衛生學刊，29(1)，159-186。https://doi.org/10.30074/FJMH.201606_29(2).0002
吳清山、林天祐（2010）。教育名辭：科技領導。教育資料與研究雙月刊，71，195-196。
吳勝揚（2009）。臺北縣國民小學校長科技領導與教師資訊素養關係之研究〔未出版之碩士論文〕。輔仁大學。
吳權威、張奕華、許正妹、吳宗哲、王緒溢（2013）。智慧教室與創新教學：理論及案例。網奕資訊科技。
沈佳慧（2013）。國民小學校長科技領導、校園科技環境與教師資訊科技素養之研究（未出版之碩士論文）。國立嘉義大學教育行政與政策發展研究所。
周坤億、楊淑晴、羅藝芳（2022）整合TPACK及素養導向的STEAM教學素養內涵初探。科學教育學刊，30，499-471。https://doi.org/10.6173/CJSE.202212/SP_30.0004
林月琴（1999）。從遠距教學之發展現況看其未來。台北市終身學習網通訊，6，2-14。
林宇玲（2003）。電腦恐懼的理論探究。資訊社會研究，5，327-358。
林志成、黃健庭（2021）。疫情下的學校行政及教師教學因應策略。學校行政，135，28-52。https://doi.org/10.6423/HHHC.202109_(135).0002
林燕玲、黃彥融（2019）。科技教學內容知識對特殊教育教師專業知能之啟示。特殊教育季刊，152，15-28。
邱皓政（2011）。結構方程模式：LISREL / SIMPLIS原理與應用。雙葉。
施宏杰（2010）。宜蘭縣國民中小學校長科技領導、教師資訊科技素養與教師教學效能關係之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
施美朱（1999）。國中生電腦學習成就相關因素之研究〔碩士論文，國立臺灣師範大學〕。臺灣博碩士論文知識加值系統。
秦夢群（2017）。教育行政理論與模式。五南。
秦夢群（2019）。教育領導理論與應用（三版）。五南。
秦夢群、張奕華（2006）。校長科技領導層面與實施現況之研究。教育與心理研究，29(1)，1-27。
翁淑緣（2000年6月）。影響國中生電腦學習意願之個人特性探討（NSC 87-2413-H-212-001）。大葉大學資訊管理系。
張奕華（2003）。評量校長有效能的科技領導項度：結構方承模式的應用。教育政策論壇，6(1)，111-141。
張奕華（2006年10月31日）。校長科技領導、教師科技素養與教學效能關係之研究（NSC94-2413-H-004-024）。國立政治大學教育學系。
張奕華（2010）。學校科技領導與管理：理論及實務。高等教育。
張奕華、許正妹（2009）。校長科技領導對教師資訊科技素養影響路徑之研究：以都會型國民小學為例。初等教育學刊，33，1-32。
張奕華、許丞芳（2009）。國民中小學校長科技領導指標建構之研究。教育行政與評鑑學刊，7，23-48。
張奕華、蔡瑞倫（2010）。國民中學校長科技領導與學校效能關係之研究。學校行政，65，33-53。http://dx.DOI.org/10.6423/HHHC.201001.0033。
張家綺（2011）。教師教育科技能力之初探。數位典藏與學習電子報，10(10)。https://newsletter.teldap.tw/index.php?lid=583
張雅芳（2011）。線上影片案例應用於師資培育科技課程之實徵研究。教育資料與圖書館學，48(4)，589-615。
張雅芳、朱鎮宇、徐加玲（2007）。國小教師資訊科技融入教學現況之研究。教育資料與圖書館學，44(4)，413-434。
張雅芳、徐加玲（2013）。影片案例導向學習系統對於實習生科技知能發展影響之研究。教育科學研究期刊，58(3)，121-152。
張臺隆（2004）。中部地區國民小學校長資訊素養與實施資訊科技融入教學情形之研究〔碩士論文，國立臺中師範學院〕。臺灣博碩士論文知識加值系統。
教育部（2008）。教育部中小學資訊教育白皮書。教育部。
教育部（2016）。2016-2020資訊教育總藍圖。教育部。
教育部（2021）。中華民國教師專業素養指引-師資職前教育階段暨師資職前教育課程基準。教育部。
教育部統計處（2023）。教育統計查詢網。取自 https://stats.moe.gov.tw
許育齡、潘靖瑛（2016）。教師因應科技衝擊：深化發展TPACK迎接科技更迭創新教學經驗。資訊傳播研究，7(1)，81-102。
陳忠正（2006）。人際關係與工作壓力對工作滿意度影響之研究─以高屏地區大學校院行政人員為例〔碩士論文，國立高雄師範大學〕。臺灣博碩士論文知識加值系統。
陳怡瑄（2022）。新冠疫情之下中高齡者遠距學習之疫情焦慮、科技焦慮與學習滿意度之關聯：外向性、開放性與社會支持之調節效果〔碩士論文，國立臺灣師範大學〕。臺灣博碩士論文知識加值系統。
陳彥宏（2018）。華人地區中小學校長科技領導i-VISA指標建構之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
陳昭珍、徐芝君、洪嘉馡、胡衍南（2021）。Covid-19下臺師大的遠距教學經驗與省思。當代教育研究季刊，29(1)，001-023。https://doi.org/10.6151/CERQ.202103_29(1).0001
陳國泰（2018）。提升中小學教師的 TPACK 之有效策略。臺灣教育評論月刊，7(1)，227-235。
湯志民（2019）。智慧校園（Smart Campus）的理念與推展。學校行政，121，125-140。https://doi.org/10.6423/HHHC.201905_(121).0006
焦建利、周曉清、趙小勇（2022）。數字時代中小學教師應具備哪些知識？─對九種技術整合教學模型及框架的比較研究。華文學刊，20(2)，1-22。
黃彥融、林燕玲（2020）。高中集中式特教班教師科技教學內容知識與專業能力之研究。特殊教育學報，51，31-64。
黃淑蘭（2003）。國中小教師資訊應用基本素養之指標建構及初探模式驗證研究〔碩士論文，國立成功大學〕。臺灣博碩士論文知識加值系統。
黃雅雯（2012）。中部地區國民中學教育人員特殊教育評鑑壓力之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
黃瑛修（2019）。國民中學校長科技領導i-VISA指標建構之研究〔碩士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
楊婷婷、張世忠（2012）。國小數理教師有無使用電子白板與其TPACK之調查研究－以桃園縣為例。數理學科教學知能，3，55-69。https://doi.org/10.6614/pck.2012.3.55
葉子明、周君芳（2020）。資訊素養、資訊科技融入校園對國小教師專業成長及教學效能影響之研究。全球科技管理與教育期刊，9(1)，20-41。https://doi.org/10.6617/GTME.202003_9(1).0002
葉怡君（2017）。台中市國小資源班教師人際關係與工作壓力之研究〔碩士論文，國立彰化師範大學〕。臺灣博碩士論文知識加值系統。
葉連祺（2016）。應用社會網絡分析探討學習領導與科技領導及其他變項之關係。學校行政，107，59-82。https://doi.org/10.3966/160683002017010107004
廖昭彥、王子華（2016）。行動學習應用於學校教學實務的省思。教育研究月刊，265，30-43。https://doi.org/10.3966/168063602016050265003
樊台聖、李一靜、蔡翌潔（2014）。電腦自我效能影響因素之實證文獻分析。臺中教育大學學報：數理科技類，28(2)，1-24。
滕永盛（2005）。高職教師對學校校務評鑑認知與工作壓力相關之研究〔碩士論文，國立彰化師範大學〕。臺灣博碩士論文知識加值系統。
蔣姿儀（1996）。國民中小學學生電腦態度.電腦素養及其相關因素之研究〔博士論文，國立政治大學〕。臺灣博碩士論文知識加值系統。
鄭崇趁（2018）。「教育4.0」的意涵暨「學校經營」的進升。教育研究月刊，288，53-68。https://doi.org/10.3966/168063602018040288005
謝傳崇、蕭文智（2013）。國民小學校長科技領導與學生學習表現關係之研究：以學校ICT運用為中介變項。教育理論與實踐學刊，27，297-324。
謝傳崇、蕭文智、官柳延（2016）。國民小學校長科技領導、教師教學創新與學生樂學態度關係之研究。教育研究與發展期刊。12(1)，71-104。https://doi.org/10.3966/181665042016031201003
謝靜慧（2001）。國民中小學教師之電腦焦慮、電腦自我效能、電腦因應策略與電腦素養之相關研究〔碩士論文，國立中山大學〕。臺灣博碩士論文知識加值系統。
饒達欽、賴慕回、陳培基（2021）。精進遠距教學的新思維。臺灣教育評論月刊，10(6)，01-08。
貳、英文部分
Alkhawaja, M. I., Halim, M. S. A., & Afthanorhan, A. (2021). Technology anxiety and its impact on e-learning system actual use in Jordan public universities during the coronavirus disease pandemic. European Journal of Educational Research, 10(4), 1639-1647.
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125. https://doi.org/https://doi.org/10.1016/j.compedu.2016.05.002
American Psychological Association (APA). (2023, February). Anxiety. American Psychological Association. https://dictionary.apa.org/anxiety
Anderson, R. E., & Dexter, S. (2005) School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49-82.
Arsyil, M., Ahiri, J., Karno, E., & Ili, L. (2022). The effects of attitude, anxiety and training on ICT skill and teacher performance in education digitalization era: A case study in state senior high schools in Kendari City. Italienisch, 12(2), 687-698.
Aten, B. M. (1996). An analysis of the nature of educational technology leadership in California`s SB 1274 Restructuring Schools (Order No. 9626215). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (304350229).
Banoğlu, K. (2013). Technology leadership competency scale for educational administrators: Development, validity and reliability study. Inonu University Journal of the Faculty of Education, 13(2), 1-23.
Cambre, M. A., & Cook, D. L. (1985). Computer anxiety: Definition, measurement, and correlates. Journal of Educational Computing Research, 1(1), 37–54. https://doi.org/10.2190/FK5L-092H-T6YB-PYBA
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63–73.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the construct of Technological, Pedagogical, Content Knowledge (TPACK). The Asia-Pacific Education Research, 20(3), 595-603.
Chang, I. (2002). Assessing principals` leadership in implementing educational technology policies: An application of structural equation modeling (Order No. 3052162). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (305517780).
Chang, I.-H., Chin, J. M., & Hsu, C.-M. (2008). Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in Taiwanese elementary schools. Educational Technology & Society, 11(4), 229–245. http://www.jstor.org/stable/jeductechsoci.11.4.229
Chu, P. C., & Spries, E. E. (1991). Validating the Computer Anxiety Rating Scale: Effects of cognitive style and computer courses on computer anxiety. Computer in Human Behavior, 7, 7-21.
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. https://doi.org/10.2307/249688
Conrad, A. M., & Munro, D. (2008). Relationships between computer self-efficacy, technology, attitudes and anxiety: Development of the Computer Technology Use Scale (CTUS). Journal of Educational Computing Research, 39(1), 51-73. http://doi.org/10.2190/EC.39.1.d
Davis, P. M. (2016). On School Educational Technology Leadership. Management in Education, 24(2), 55-61. https://doi.org/10.1177/0892020610363089
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International journal of environmental research and public health, 18(2), 548. https://doi.org/10.3390/ijerph18020548
Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142. https://doi.org/10.1108/09578230310464648
Fuglseth, A. M., & Sorebo, O. (2014). The effects of technostress within the context of employee use of ICT. Computer in Human Behavior, 40, 161-170. https://doi.org/10.1016/j.chb.2014.07.040
Heinssen, R. K. Jr., Glass C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale. Computer in Human Behavior, 3, 49-59.
Hudiburg, R. A., & Necessary, J. R. (1996). Coping with computer-stress. Journal of Educational Computing Research, 15(2), 113–124. https://doi.org/10.2190/HB85-U4FF-34N3-H6EK
ISTE (2023a, February 14). ISTE standards: Education leaders. Retrieved from https://www.iste.org/standards/iste-standards-for-education-leaders
ISTE (2023b, February 10). ISTE standards: Educators. Retrieved from https://www.iste.org/standards/iste-standards-for-teachers
Jay, T. (1981). Computerphobia: What to do about it? Educational Technology, 21, 21-48.
Kearsley, G., & Lynch, W. (1992). Educational leadership in the age of technology. Journal of Research on Computing in Education, 25(1), 50-60. https://doi.org/10.1080/08886504.1992.10782032
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 4(4), 444-452. https://doi.org/10.33902/JPR.2020062805
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/j.compedu.2005.11.012
Koh, J. H. L., Chai, C. S., Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Comparing the role of ICT literacy and anxiety in the adoption of mobile learning. Computers in Human Behavior, 39, 8-19. https://doi.org/10.1016/j.chb.2014.05.024
Marcoulides, G. A. (1988). The relationship between computer anxiety and computer achievement. Journal of Educational Computing Research, 4(2), 151–158. https://doi.org/10.2190/J5N4-24HK-567V-AT6E
Marinoni, G., van’t Land, H. & Jensen, T. (2020). The impact of COVID-19 on higher education around the world: IAU global survey report. International Association of Universities. Retrieved from https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51(3), 1103-1110. http://dx.doi.org/10.1016/j.compedu.2007.11.004
Meuter, M. L., Ostrom, A. L., Bitner, M. J., & Roundtree, R. (2003). The influence of technology anxiety on consumer use and experiences with self-service technologies. Journal of Business Research, 56, 899-906. https://doi.org/10.1016/S0148-2963(01)00276-4
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
Nimrod, G. (2018). Technostress: measuring a new threat to wellbeing in later life. Aging & Mental Health, 22(8), 1086-1093. https://doi.org/10.1080/13607863.2017.1334037
Nunn, J. A., McPherson. S., & Rust W. D. (1998). Preparing Teachers for School-Based Technology Leadership. (ERIC Document Reproduction Services NO. ED421149)
Pittman, T., & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development 63(4), 539-554. https://doi.org/10.1007/s11423-015-9391-8
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Informational Systems Research, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Raub, A. C. (1981). Correlates of computer anxiety in college students (Order No. 8208027). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (303158028).
Rosen, L. D., & Weil, M. M. (1990). Computers, classroom instruction and the computer-phobic university student. Collegiate Microcomputer, 8(4), 257-283.
Santos, T. D., & Santana, V. F. (2018). Computer Anxiety and Interaction: A Systematic Review. Proceedings of the Internet of Accessible Things. https://doi.org/10.1145/3192714.3192825
Santos, T. D., & Santana, V. F. (2019). A computer anxiety model for elderly users interacting with the web. Proceedings of the 16th Web for All 2019 Personalization-Personalizing the Web. https://doi.org/10.1145/3315002.3317565
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103967
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., Shin, T. S. (2009) Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Shulman, L. (1986). Knowledge and teaching: Foundations of new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. The Journal of Education, 193(3), 1-11.
Simsek, A. (2011). The relationship between computer anxiety and computer self-efficacy. Contemporary Educational Technology, 2(3), 177-187. http://dx.doi.org/10.30935/cedtech/6052
Sultan, S., & Kanwal, F. (2017). Personal attributes contributing to computer anxiety and computer self-efficacy among distance learners. Bulletin of Education and Research, 39(1), 33-44.
Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information System, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
Tarafdar, M., Tu, Q., Ragu-Nathan, T. S., & Ragu-Nathan, B. S. (2011). Crossing to the dark side: Examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113-120.
Thanh, C. P., Thanh, T. N., Tien, M. P. (2020). Assessment of information technology use competence for teachers: Identifying and applying the information technology competence framework in online teaching. Journal of Technical Education and Training, 12(1), 149–162.
Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing on Teacher Education, 24(2), 38-64.
Troisi, O., Fenza, G., Grimaldi, M., & Loia, F. (2022). Covid-19 sentiment in smart cities: The role of technology anxiety before and during the pandemic. Computer in Human Behavior, 126, 000-000. https://doi.org/10.1016/j.chb.2021.106986
Tseng, J. J. (2015). A TPACK perspective on improving L2 learner engagement via tablet technology: A case study. International Journal on Digital Learning Technology, 7(3), 15-42. https://doi.org/10.3966/2071260X2015070703002
Wilson, M. L., Huggins-Manley, A. C., Ritzhaupt, A. D., & Ruggles, K. (2022). Development of the abbreviated technology anxiety scale (ATAS). Behavior Research Methods, 55, 185-199. https://doi.org/10.3758/s13428-022-01820-9
World Health Organization. (2021, October 12). Stress. World Health Organization. https://www.who.int/news-room/questions-and-answers/item/stress. |
| Description: | 碩士
國立政治大學
教育行政與政策研究所
110171013 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110171013 |
| Data Type: | thesis |
| Appears in Collections: | [教育行政與政策研究所 ] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 101301.pdf | | 2998Kb | Adobe PDF2 | 139 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
