本研究目的在探討國小教師的創新的接受度以及行動學習融入教學的現況，了解臺北市及新北市國小教師使用行動學習模式融入教學的關注程度，並探討兩者間之關係。研究中測量國小教師創新接受度的高低是採用「創新接受度量表」(SoCQ)，創新接受度得分越高的個體，對於新觀念或事物的接受程度越高，接受改變的意願也會越高。並採用關注本位採用模式(CBAM)理論及使用「關注階層量表」來了解教師對於使用行動學習融入教學之態度感覺和關注程度。本研究以大臺北地區國小教師為問卷調查對象，共發出622份問卷，有效問卷共計456份， 本研究發現大臺北地區國小教師之創新接受度為中等以上程度，且對行動學習融入教學的支持度相當高；教師對於行動學習融入教學之關注等級最高為「資訊關注」，其次是「個人關注」，最低為「察覺關注」；女性國小教師在「無關的關注」類別高於男性國小教師，而男性國小教師在較高「影響的關注」類別高於女性國小教師；此外，本研究亦發現國小教師創新接受度與行動學習融入教學關注階層有顯著的相關；國小教師的個人背景、創新接受度與關注階層為影響行動學習融入教學支持度的重要因素。本研究依據研究結果提出具體建議，以供相關單位進行推動行動學習融入教學之參考。 This research aims to investigate elementary school teachers’ innovativeness and the status quo of integrating M-learning (mobile learning) into instruction to understand the level of concern of elementary school teachers in Taipei City and New Taipei City using integration of M-learning model into instruction. Additionally, this research also delves into relationships between innovativeness and integration of M-learning into instruction. Innovativeness Scale was used to measure elementary school teachers’ innovativeness in the research, and individuals with higher scores in innovativeness have high acceptability for new concepts or novel things as well as a higher intention to accept change. The research also used Concern-based Adoption Mode (CBAM) theory. Using Stage of Concern Questionnaire (SoCQ) to understand elementary school teachers’ attitude, feeling, and level of concern towards integration of M-learning into instruction. Elementary school teachers in Taipei City and New Taipei City were questionnaire participants. A total of 622 questionnaires were sent out yielding 456 valid responses. As the result indicates, Elementary school teachers are above average in innovativeness and Elementary school teachers show strong supports for integration of M-learning into instruction. Information is the highest level of concern of teachers over integration of M-learning into instruction, followed by personal, and finally by awareness. Female elementary school teachers show a higher level of unrelated concerns than that of male teachers who have more concerns about impact than that of female teachers.Elementary school teachers’ personal background, innovativeness, and stage of concern are the key factors that influenced the supports for integration of M-learning into instruction.
