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台灣地區國中教師電子教科書使用意願分析

為了解決投影布幕mobile01的問題，作者陳純怡 這樣論述：

摘要教育機會均等是現代國家追求的目標,電子教科書可以提供最新的 課程內容、同時最快的更新相關資訊。第一線的教師是課堂教學活動的決 定者,所以了解在教學現場第一線的教師,對於電子教科書的使用意願, 將有助於數位教學的推動。本研究所指國中教師,是指任教於台灣地區國 民中學的任課老師。電子教科書則泛指課本及相關輔助教材。本研究以計畫行為理論為基礎,設計研究模型與自編問卷、同時發 放網路和實體問卷,回收資料後以統計進行數據分析。並且以敘述性統計 分析樣本特徵、再以獨立樣本 t 檢定及單因子變異數分析等,檢定有效樣 本的背景特徵是否與各構面有顯著相關、最後以皮爾森相關分析及迴歸分 析檢定各構面間相關的

程度。研究結果顯示各構面間皆有顯著相關,其中以知覺行為控制影響最 顯著,次之為態度,影響最不顯著的是主觀規範。由此可知,在使用電子 教科書的行為意圖上,受測者的自主性頗高、受到他人或是團體影響的程 度偏低。此外,女性教師比男性教師在電子教科書的使用意圖上更具正面 積極的態度。上述研究結果顯示,具備充足以及容易使用的數位教材,有 助於提升教師使用電子教科書的意願。同時建議相關部門未來在推動使用 電子教科書時,強化教室的電腦、單槍、投影布幕、大型電視等設備,還 有網路寬頻設施,讓教師感受到使用電子教科書時,可以很容易取得相關 人員的協助、同時這些數位教材容易取得也很容易使用,如此才能促進數 位教學

的普及。

An embodied approach with technology support to promote active learning in a classroom

為了解決投影布幕mobile01的問題，作者洪正鈞 這樣論述：

This study aims to explore embodied approach with technology support to promote active learning in a classroom. Technological tools currently provide opportunities to design active learning environment although each tool may not readily available to be used for active learning in a classroom. Advan

tage of active learning is supported by research results showing that active learning is generally better than passive learning in improving learning gain. However, many educators are hesitant to adopt active learning in a classroom resulting in passive learning are given for learners in a classroom

. This situation even becomes worse when we realize the fact that current learners are experiencing shift or changes in their learning style and teaching requirements. They mostly are ‘digital natives’. Therefore if we design a learning space that supports active learning, this solution should be of

use for both educators and learners.Knowing that active learning core components are activity and learners engagement, we attempt to look into embodied approach. Embodied approach has extra stress on bodily activities and its environment for learning/cognition. Current technological tools, such as

Kinect, indicate more and more support for exploring into this approach. Kinect may represent an example from technology to provide bodily interaction with a computational device instead of using keyboard and mouse. The solution we used has been called Digital Learning Playground (DLP). Our solution

supports both vicarious and enactive learning modes for a classroom setting.In a classroom, obtaining active, whole-focused, and engaging learning results from a design is often difficult. Incorporating Kinect into the system revealed some educational affordances, such as bodily interaction and sel

f-observation. Therefore, we propose a self-observation model with instinctive interfaces for classroom learning. Students can communicate with virtual avatars in the vertical screen and can react naturally according to the situation and tasks. Students can also immediately observe themselves mixed

with a virtual environment and therefore reflect on the necessary improvements. With the designed system, potential advantages such as motivation, enjoyment, context for situated learning, immersion, social collaboration, and role-playing might arise. To examine the idea, we conducted a case study w

ith 60 fourth grade elementary students to investigate learners’ behavior as performers and a peer audience and their perception of body movements and speech commands in a board game-based learning environment. The results show that the students’ image in the vertical screen affected the students an

d the peer audience positively. Moreover, they positively perceived their competence and their enjoyment after they performed contextual learning activities through the body movement interface.In terms of active learning our previous result shows engagement of learners; the learners were able to int

eract with the system with their body movements. Active learning with technology that currently relates mostly to mental activity giving less attention on corporeal activity now can be extended to support embodied interaction. Embodied approach has additional awareness on physical (bodily) activity

to attain cognition including learning. The influence of bodily action with its environment is incorporated as a part of cognition and learning.