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The Influencing Factors of Applying Digital Fabrication Equipment in Hands-on Teaching of Secondary School Living Technology Teachers
Digital Fabrication Equipment
Integrated Technology Acceptance Model and Theory of Planned Behavior (C-TAM-TPB)
In recent years, the number of teachers using digital fabrication equip-ment in class has increased. At the same time, with the advancement in digital fabrication equipment, they are gradually moving toward digital processing using the computer numerical control equipment. The use of digital fabrica-tion equipment for class activities has gradually become a trend. Therefore, teachers’ willingness to use digital fabrication equipment in the classroom has become an issue worth discussing. The purpose of this study is to investigate the application of digital fab-rication equipment for teaching manufacturing technology in living technol-ogy classes in secondary schools and its possible effect on learning, using the combined technology acceptance model and the theory of planned behavior (C-TAM-TPB). A questionnaire was distributed among 135 respondents for the survey. The respondents included teachers who had attended continuing education credit courses in 2017, 2018, and 2019 and the teachers who were recommended by the above teachers for this study. Of the 350 questionnaires, 123 were collected (return rate of 91.1%). The collected data were analyzed using path analysis, independent-samples t-test, and one-way analysis of variance. The findings of the study are as follows: (1) Most teachers have a positive attitude toward digital fabrication equipment; (2) Learning perceived behavior control could help teachers provide high quality education using digital fabrication equipment; (3) Male teachers’ understanding of perceived usefulness, perceived ease of use, and perceived behavior control is better than that of female teachers; (4) Teachers who use digital fabrication equip-ment to teach the application of manufacturing technology in living technol-ogy classes perform significantly better than teachers who do not use the equipment; (5) The teachers’ teaching experience had a significant effect on the perceived behavior control, behavioral intention, and practical application of digital fabrication equipment. Based on these findings, recommendations to focus on future educa-tional policies, educational training, and academic research were proposed.
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