中學導師採用行動績效支援系統之行為及態度改變歷程

Abstract

本研究旨在探討中學導師採用行動科技支援的「導師績效支援系統」（Ubiquitous Performance Support System for Teachers, UPSST）的行為及態度改變歷程，本研究招募七位中學導師參與研究，為期近兩學期觀察他們使用UPSST的狀況，並了解UPSST對於其工作績效的提升。

研究結果發現：（1）導師們一開始好奇此創新科技對於教學管理的輔助，因而表達高度採用意願；其使用UPSST次數最多的功能分別為輔導記錄以及常規管理，較無意願使用行事曆以及成績管理兩功能；（2）在提昇導師工作績效部份，導師們認為UPSST有助於掌握學生常規及輔導記錄，並能促進師生及導師們之間的溝通，能輔助導師工作；（3）影響中學導師使用UPSST的因素主要為導師個人因素、外在工作環境、硬體設備、UPSST的特性等四類；（4）初期影響導師們使用UPSST的原因主要為硬體設備及系統運作狀況；後期影響導師是否持續採用此科技的重點，則是導師的個人因素。

本研究建議未來推廣類似系統至校園時，可加強硬體的基礎建設、協調各處室的人力及行政資源。亦可考慮將研究對象聚焦於新手教師或實習教師，整合科技及學習策略來達到提昇導師工作績效的專業發展。

The purpose of this study is to investigate junior high school teachers’ changes in behavior and attitudes during their two-semester adoption of a ubiquitous performance support system called Ubiquitous Performance Support System for Teachers, UPSST. This investigation involved seven junior high school homeroom teachers in using the UPSST and focused on understanding how the teachers used the UPSST and on whether the system could improve the homeroom teachers’ work performance.

Four major findings are as follows. First, the teachers were curious about the possible affordance of this innovative technology to their performance improvement so they express high motivation to adopt the UPSST in the beginning. After the teachers’ two-semester adoption, the most frequently used functions were counseling records and student-behavior management, and the schedule and the academic records were less frequently used functions. Second, the teachers agreed that the UPSST helped them better monitor students’ behavior and counseling records and that the UPSST use could facilitate effective communication between the teacher and students and among colleagues, so overall the UPSST could assist homeroom teachers’ work. Third, factors influencing the teachers’ UPSST use included personal factors, external working environments, equipment, and characteristics of the UPSST. Fourth, in the earlier adoption stages, equipment problems and issues related to the UPSST functions were major factors influencing the teachers’ UPSST use and, in the later stages, the teachers’ personal factors decided whether the teachers continued using the UPSST.

It is suggested that promoting similar applications in school settings should enhance the hardware infrastructure and appropriately arrange human and administration resources located in various offices. Similar applications can be used to support novice teachers and pre-service teachers to improve teachers’ professional development by integrating innovative technology with effective learning strategies.