전원학교 이러닝 교수학습환경에서 교사의 사회적 지지인식, 교수매체활용 지식 및 의지가 교수매체활용 및 교육성과 인지도에 미치는 영향 = An Effect of Teacher`s Perception of Social Support, Teacher`s Knowledge and Belief of e-Learning Technologies on Teacher`s Technology Usage and Teaching Performance in Rural Public Schools

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify predictor variables in perception of social support, teacher`s knowledge and belief of e-Learning technologies(i.e. Tablet Personal Computer(TPC), electronic board, and Fastel) on teacher`s using time of the technology and perceptions of educational effectiveness through technology integration in rural public schools. To address this goal, 189 teachers (elementary school teachers 123, middle school teachers 66; male 99, female 90) participated from 110 rural public schools. They conducted online survey on 71 questionnaires. The predictor variables were measured by multiple regression with SPSS 18.0. As a result of research survey, knowledge and belief of using the technologies were predictor variables on using time of technologies, especially, knowledge of using TPC and perceived ease of use were examined as predictor variables for using time of technology. The belief and knowledge of using the technologies were predictor variables on teachers` perceptions of educational effectiveness, especially, perceived ease of use, knowledge of using Fastel, and knowledge of using TPC were examined as predictor variables for perceptions of educational effectiveness. However, social support did not affect on using time of technologies and perceptions of educational effectiveness. Based on those result, the implication and future directions on maximized educational effectiveness through using the cutting edge technologies in rural public schools were suggested.

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