國立臺灣師範大學資訊教育研究所徐子淵邱貴發2014-10-302014-10-302008-12-011019-6943http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/34217本研究從時間角度，使用時間運用日誌及訪談方法，探討高中教師的時間使用和應用行動設備可能性，並分析教師的行動時間。研究結果發現參與研究之教師在行動時間及零碎時間使用行動設備的機會較高；教師認為若能將行動設備與教學結合，行動設備的實用性將更高。研究也發現積極使用零碎時間的教師，其行動設備應用的意願較高，且傾向於將行動設備應用於工作及學習活動。依據研究結果，我們認為行動應用服務的設計，應先分析使用者的可能行動時間，再依據使用者所在的不同空間及時間，提供使用者需要的服務，才能適時適地以適合的方式將適合的內容及活動傳給使用者。This research discusses high school teacher time use and the potential application of a mobile device from a time aspect, by using a time use diary and interviews to analyze teachers?mobile time. The research found that the subject high school teachers have more opportunities to use a mobile device when they are on the move or during fragmented time. The teachers believe that if a mobile device can be applied specifically to teaching, its practicability will be significantly increased. This research also found that teachers who actively make use of fragmented time are more willing to use mobile devices, as well as being more willing to apply them to their working and learning activities. Based on research results, we shall analyze the users' possible mobile time, and then design an application service according to different using environments and time. Thus, the mobile device will provide proper content for the users at the proper time and place, as well as in the appropriate modes.行動設備時間運用行動時間行動學習Mobile devicesTime useMobile timeMobile learning