影響中學導師採用普化績效支援系統之因素研究

Abstract

本研究旨在發展一個普化績效支援系統（Ubiquitous Performance Support System, UPSS）以協助中學導師的工作，並在系統導入教師的工作環境後探究影響中學導師使用UPSS的因素，描繪出老師們在採用新科技過程中行為及態度上的改變。本研究採取「紮根理論」（Grounded Theory）及「設計本位研究」（Design-Based Research）兩種研究方法的觀念，以兩位八年級的中學導師為研究對象進行研究，與兩位導師合作，依據其需求，進行完整且反覆的系統開發與設計。在系統導入六個月以後，研究者對過程中收集到的觀察、訪談與系統使用記錄等多方來源的資料進行分析，研究結果發現：（1）UPSS應提供具普化特性的資訊與改善現況的功能，並以使用者為中心進行設計；（2）有利中學導師使用UPSS的因素包含工作環境的需求、科技推廣的方式、PDA整合媒體的特性與工作效率的提升；（3）阻礙中學導師使用UPSS的因素包含工作負擔的增加、紀錄方式的不同與行動載具的限制；（4）兩位研究對象已達到意圖開始試用階段（Behavioral intention to use），在態度上肯定系統帶來的便利性，但行為上尚無法完全採用UPSS於工作任務中。本研究建議UPSS可增加PC版本的輸入功能並給使用者更多自主性，另一方面則可持續將UPSS推廣到給整個年級的教師使用，讓導師們可立即掌握學生各種狀況，以提升導師工作績效，協助導師關注到每位學生的需求。

The purpose of this study is to develop a Ubiquitous Performance Support System (UPSS) for junior high school home room teachers. After system implementation on campus, factors affecting teachers' decisions on using UPSS, and behavioral and attitudinal changes in adapting new technology are explored. Grounded theory and designed-based research are employed in this research as primary research methods. Two eighth-grade junior high school home room teachers participated in this study. The system is constantly and repeatedly developed and revised according to their needs. After six month, the author started to analyze data collected from observations, interviews, and system log data. Results indicate: (1) The UPSS should provide ubiquitous information and functions that can improve teachers’ working situations. The system design should be user-centered. (2) Factors facilitating the UPSS use include needs in working environments, methods to promote the technological innovation, characteristics of media and functions in PDAs, and improved efficiency. (3) Factors discouraging the UPSS use include increased workload, different record interface, and limitations of mobile devices. (4) The UPSS use by the two participants was in the stage of havioral intention to use. They showed positive attitudes toward the convenience brought by the system. Their use behavior indicated the UPSS was not be fully integrated into their daily tasks. A PC version of the UPSS which allows users to input data is recommended, and more flexible functions to support teachers’ autonomous use should be granted. The UPSS system could be introduced to all home room teachers of a same grade level to notify them students' situations immediately, to improve teacher performance, and to help teachers attend to individual student’s needs.