幼教人員網際網路焦慮對教學應用與教學專業態度的影響   免費試閱

The Impacts of Internet Anxiety Attitudes Toward Instructional Applications and Teaching Professions for Early Childhood Educators

本研究探討幼教人員對網際網路的使用、學習與社會性思考面向之負面感受，以及對教學應用與教學專業發展的影響態度。研究者自編「網際網路焦慮與教學態度問卷」，內容涵蓋「使用焦慮」、「學習焦慮」、「社會焦慮」、「教學應用焦慮」與「教學專業焦慮」五個構面，蒐集幼教人員對網際網路焦慮與教學輔助和專業應用態度的看法，並運用結構方程模式分析問卷資料。研究結果指出，幼教人員對網際網路焦慮態度，受到使用與學習此工具及其社會形塑思考的負面影響；此焦慮意向消弱其實施網際網路融入教學活動的認知實用價值與使用行為，並影響其應用網際網路輔助教學專業素養與社群互動的負向思考。最後，研究者針對研究發現進行討論並提出相關建議。

The negative feelings and social perceptions of Internet use and learning for early childhood educators affect their intentions of use about instructional applications and professional development. The researcher employs the questionnaire which consists of five factors, including using anxiety, learning anxiety, social anxiety, instructional applied anxiety, and teaching professional anxiety. This study explores their attitudes toward Internet anxiety and instructional professional applications by survey study with structural equation modeling. The results show that the early childhood educators’ using and learning experiences as well as the social consideration about Internet influences their Internet anxiety. Their anxiety shapes the perceived usefulness and behaviors of use about the integrations of Internet into instructions, and constructs the negative intention of the Internet-assisted professional literacy and community interactions. Finally, the researcher discusses the findings and proposes the relevant suggestions.