The Innovativeness, Information Literacy, Computer Anxiety, and Computer Self-efficacy of Remote Islands’ Junior High School Teachers

• Main Authors: Ching-I Wu, 吳錦毅
• Other Authors: Jia-mi Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/w6pyzv

碩士 === 國立臺東大學 === 教育研究所 === 95 === Abstract This thesis is interested in understanding the innovativeness, information literacy, computer anxiety, and computer self-efficacy among 176 junior high school teachers in remote islands. Descriptive analysis, multiple regression, and Pearson correlation were conducted. The research finds that the degree of innovativeness is medium; information literacy is high, in which ethics is the highest, but application aspect is low; computer anxiety level is low, in which learning is highest, and adopting in teaching is low; computer self-efficacy is high, in which basic application is the highest and adoption in teaching is the lowest. Multiple regressions showed that innovativeness is negatively related to years of services and years of using computers. On the information literacy aspect, it is negatively related to age, positively correlated to years of using computer and weekly usage. Computer anxiety is negatively correlated to years of usage. Among all the remote islands, Liu-chiu Island’s teachers are least anxious. Computer self-efficacy is negatively related to years of services, and positively correlated to weekly usage. Innovativeness is positively correlated to information literacy and computer self-efficacy; information literacy and computer self-efficacy is positively correlated. Computer self-efficacy is negatively correlated to information literacy and computer anxiety, There is no evidence to show innovativeness and computer anxiety is correlated. Innovativeness, information literacy and computer anxiety have high probability in estimating computer self-efficacy.