高職教師採用教學部落格的關鍵成功因素

Abstract

部落格應用在教育的議題逐漸受到注意，因此本研究目的在探討高職教師採用教學部落格的關鍵成功因素及這些因素的相對重要性。以Jeyaraj、Rottman與Lacity（（2006））的個人－科技－組織－環境架構為主軸，從個人創新採用及知識分享的文獻，發展一個整合的架構來探討影響高職學校教師是否採用教學部落格的關鍵成功因素。研究架構包括個人特性、創新特性、學校特性和環境特性四個構面，及14個可能的關鍵成功因素。本研究採用問卷調查方式回收有效問卷510份，並以羅吉斯迴歸（（Logistic Regression））統計方法考驗各項研究假說。研究結果顯示編碼化辛勞、個人創新特質、認知易用、相容性、認知愉悅、學校支持與學校獎勵等7個因素是辨識教師是否採用教學部落格的重要指標。最後，本研究根據研究結果，提出理論與實務意涵及後續研究建議。

As Web 2.0 technology applications, blogs are receiving attention as potential educational tools. The purpose of this study is to determine which factors can significantly influence whether a vocational high school teacher chooses to use a teaching blog, and the relative importance of these influences. Based on Jeyaraj, Rottman, & Lacity's (2006) individual - technology - organization - environment framework that incorporates relevant factors from two sources: from within individual IT adoption literature and from within blog research emphasizing knowledge sharing motivation. The present study develops an integrated model for vocational high school teachers' teaching blog adoption. The model includes the four dimensions of individual, innovation technology, school, and environmental characteristics and fourteen factors. Furthermore, logistic regression analysis is used to test the hypotheses. Based on an analysis of 510 survey respondents, the results indicate that codification effort, perceived enjoyment, school incentives, personal innovativeness, compatibility, school support, and perceived ease of use are important discriminant factors in the adoption of teaching blogs. Finally, theoretical and practical implications from the findings are also provided.