國民中小學教師資訊融入教學素養評量表之建構與調查

The Construction and Evaluation of ICT Integration Scale for Elementary and Junior High School Teachers

徐式寬(Shih-Kuan Hsu) ； 關秉寅(Ping-Yin Kuan)

《科學教育學刊》 19卷4期 (2011/08) Pp. 335-357

https://doi.org/10.6173/CJSE.2011.1904.02

摘要

資訊科技的設備在學校中逐漸普及，如何評量教師使用資訊科技以融入教學是個重要的課題。為了瞭解教師資訊融入教學的素養，本研究以美國國際教育科技學會所擬定的教師運用資訊科技的能力指標為架構，以國內的教師經驗為基礎，建構出適合本土教師資訊融入教學素養之評量表。本研究並以此評量表進行了全國抽樣調查，一共抽樣334所學校，共4,911位國中小教師，最後獲得有效問卷3,729份。研究資料以探索性因素分析來瞭解教師資訊融入教學構念之內部結構，並透過信度分析瞭解其向度之間的內部一致性。研究結果發現教師資訊融入教學素養可分為六個向度，包括(1)教學準備及資料蒐集、(2)教材製作及硬體問題解決、(3)管理、溝通與分享、(4)規劃、教學與評量、(5)專業成長與自我學習、及(6)資訊倫理、安全與健康。調查結果發現國中小教師在教材準備及蒐集資訊的向度得分最高，但規劃、教學與評量的素養則偏低。分析不同背景教師，發現男性、碩博士、研習時數高者其資訊融入教學素養較高。國中教師以及教授中學主科的教師的資訊融入教學較低，但城鄉差距的影響並不明顯。本評量表可提供教師、學校、以及縣市政府進行檢視，作為提升教師資訊融入教學素養之參考。

關鍵字

全國調查 ； 教學素養 ； 評量表 ； 量化分析 ； 資訊融入教學

並列摘要

Recent investment in information and communication technology in Taiwan has provided much equipment in classrooms. How to measure teachers' level of technology integration, however, remains a question. This study used teacher technology integration performance standards developed by International Society of Technology in Education (ISTE) as a framework, combined with teachers' experiences, to develop an instrument to evaluate teachers' technology integration proficiency. A total of 334 schools and 4,911 elementary and secondary teachers was sampled nation-wide, and 3,729 valid questionnaires were collected. Exploratory factor analysis was used to explore the underlying structure of the scale, and internal consistency was calculated. The results revealed six scales for teachers' technology integration, including (1) teaching preparation and information gathering, (2) instructional material and hardware problem-solving, (3) management, communication, and sharing, (4) planning, instruction, and evaluation, and (5) professional development and self-study. Using several background factors to compare teachers' ICT integration level, it was found that male teachers, teachers with masters' degrees, and teachers with more professional development scored higher. Junior high school teachers and those who teach secondary school major subjects scored lower on ICT integration. The influence of economic development of the area was not significant. This instrument can be used to help teachers, schools, and counties to evaluate teachers' ICT integration proficiency.

並列關鍵字

National Survey ； Instructional Proficiency ； Evaluation Instrument ； Quantitative Study ； ICT Integration

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