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Research On The Diffusion Behavior Of Teachers Using Educational WeChat Mini-programs

Posted on:2020-06-19Degree:MasterType:Thesis
Country:ChinaCandidate:L L LiuFull Text:PDF
GTID:2437330575974641Subject:Education Technology
Abstract/Summary:PDF Full Text Request
The education information 2.0 action plan has been issued,covered the requirements for the improvement of teachers' educational technical ability and professional development ability.Only by realizing education informatization can we drive the modernization of education and promote the reform and innovation of all levels and types of education.Teachers using new technology in teaching can provide better teaching methods and novel teaching contents for daily teaching,which can not only improve the teaching effect,but also promote teachers to actively improve their teaching ability.However,in the face of new technologies,many teachers have negative emotions such as fear of new things and fear of change.Taking the emerging technology--Educational WeChat Small Program as an example,the paper discusses two problems that the factors which influence teachers' adoption of new technology from the perspective of innovation diffusion theory,and the diffusion process of new technology with teachers as the group.This research mainly takes innovation diffusion theory as the theoretical basis,combines with technology acceptance model and interviews with front-line teachers,creating a research model of influencing factors.Based on the research hypothesis and the research model,this paper designs the questionnaire by referring to the previous questionnaire design,and issues questionnaires to the teachers both online and offline.Taking teachers' willingness to use and time to use as dependent variables,correlation analysis and regression analysis were conducted on the data to verify the hypothesis and draw a conclusion.The author went to the middle school for internship,followed up and observed the teachers' pre-class preparation,classroom teaching,after-class summary,office communication,etc.,and preliminarily summarized the diffusion process of WeChat Small Program in the teaching group.Based on the above conclusions,the research model of influencing factors is modified and relevant suggestions are given.In the early stage of this study,relevant literatures were mainly consulted to clarify the theoretical basis and general framework of the paper.In the following stage,models were made,questionnaires were designed and distributed,school internships and teachers were interviewed.The main research methods used in the process are questionnaire survey.Different questionnaires are designed for data collection according to different survey dimensions.There is observation,tracking observation of teachers;There is also the unstructured interview method,which interviews teachers and delves into the information that cannot be obtained through questionnaires.The research finds that,firstly,the main factors affecting teachers' adoption of educational WeChat programs are: comparative advantage,compatibility,ease of use,visibility,communication channels,individual innovation,diffusion environment,teaching support of schools,and the attitude of students' parents.Second,in the group of teachers,the process of teachers' adoption of educational WeChat small program includes four stages: cognition,persuasion,implementation and decision-making.
Keywords/Search Tags:Educational WeChat Small Program, Innovation Diffusion, Influencing Factors, Diffusion Process
PDF Full Text Request
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