Factors of Ubiquitous Performance Support (UPSS) System Adoption Junior High School Teachers

• Main Authors: Shih-Hsuan Chen, 陳蒔萱
• Other Authors: 陳昭秀
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/72210156160253774485

碩士 === 國立交通大學 === 教育研究所 === 96 === The purpose of this study is to develop a Ubiquitous Performance Support System (UPSS) for junior high school home room teachers. After system implementation on campus, factors affecting teachers' decisions on using UPSS, and behavioral and attitudinal changes in adapting new technology are explored. Grounded theory and designed-based research are employed in this research as primary research methods. Two eighth-grade junior high school home room teachers participated in this study. The system is constantly and repeatedly developed and revised according to their needs. After six month, the author started to analyze data collected from observations, interviews, and system log data. Results indicate: (1) The UPSS should provide ubiquitous information and functions that can improve teachers’ working situations. The system design should be user-centered. (2) Factors facilitating the UPSS use include needs in working environments, methods to promote the technological innovation, characteristics of media and functions in PDAs, and improved efficiency. (3) Factors discouraging the UPSS use include increased workload, different record interface, and limitations of mobile devices. (4) The UPSS use by the two participants was in the stage of havioral intention to use. They showed positive attitudes toward the convenience brought by the system. Their use behavior indicated the UPSS was not be fully integrated into their daily tasks. A PC version of the UPSS which allows users to input data is recommended, and more flexible functions to support teachers’ autonomous use should be granted. The UPSS system could be introduced to all home room teachers of a same grade level to notify them students' situations immediately, to improve teacher performance, and to help teachers attend to individual student’s needs.