英文摘要 |
Wuhan's pneumonia (COVID-19) shocked the educational institutes as afraid as confronting a giant enemy. On this occasion, various online learning modules of studying at home and suspending classes have emerged. However, it was only at this time that everyone realized that the original technology infrastructure and application capabilities (as called Technology Acceptance) were so important. Many schools used courses such as video and online learning after suspension of classes, which greatly subverted traditional education methods and thinking. In fact, since the theory of flipping classrooms has been put forward, the public has spared no effort to promote it. Instead, the school is like a follower, catching up in a hurry. This study integrates the relevant literature, constructs the elementary technology facets and indicators of primary schools, collects data through questionnaire surveys, uses structural equation models for testing, statistics, and quantitative analysis, and attributes the elements, facet relevance, and intermediary effects of technology factors with regression predictive. This approach found that school science and technology can be composed of 3 constructs (Benefits of technology, technological Administration, technological Accomplishment as technological school BAA-model) with 14 measurement indicators. Each construct is highly correlated and has an indirect intermediary effect. In other words, school science and technology is an inevitable trend and it affects the school. Operational and management effectiveness at all levels. The results of this research can be used as a reference for the measurement of technological forces indicators in schools, and provide a favorable academic theoretical basis for strengthening school management, curriculum planning, school administrative accounting and interactive communication between teachers and students. |