教师应用智能技术教学影响因素元分析

A Meta-Analysis on Influence Factors of Teachers' Intelligent Technology Usage Behavior

探究教师在教学中应用新型智能技术问题,对于推动教师主动适应技术变革、提升教师信息化教学创新能力至关重要。目前此方面研究众多,但研究结论难以统一,可推广性较差。采用元分析方法,对国内外33项(40个独立样本,9954名被试)教师技术接受影响因素实证研究进行量化综述。研究结果表明,教师对新型智能技术提升工作绩效的有用性感知是影响其应用行为最重要的因素,教师所处学校文化环境支持程度与教师对智能技术的易用性感知影响次之,教师所处学校的客观环境支持情况影响程度最低。此外,教师身份特征与研究中对结果变量应用行为的测量特征能够显著调节有用性感知对应用行为的影响,智能技术的技术特征与教学发生的文化情景特征则能够显著调节易用性感知对应用行为的影响。基于研究结论,提出了注重智能技术对教师工作绩效的提升、进一步大力提升教师信息素养以及加强智慧学习环境的支持服务工作等三方面实践策略。

Investigating influence factors on teacher adopting new intelligent technologies is crucial to promoting teachers’ adaptive to technological changes, and improving teachers’ informationized teaching innovative ability. To date, teachers’ technology acceptance has been widely studied, but the conclusions are difficult to unify and poorly promoted. In this paper, a meta-analysis method was used to synthesize 33 empirical researches about teacher technology acceptance(40 independent samples, 9954 participants). Results demonstrate that the most important factor affecting teacher behavior is their useful perception that new intelligent technology can significantly improve their teaching performance. Meanwhile, school cultural environment and teachers’ perception of the ease of use intelligent technology are the second important factors, and school objective environment affect teacher behavior in least. In addition, teacher identity and measurement of outcome variables can significantly moderate the impact of usefulness perception on usage behavior. The technical characteristics of intelligent technology and the cultural context characteristics of teaching can significantly moderate the impact of the ease of use perception on usage behavior.