本研究旨在瞭解臺北市國中教師運用資訊科技融入教學之行為及其相關因素,並分析不同背景教師對資訊科技融入教學行為與相關因素之差異情形。藉由問卷調查方式,以九十三學年度58所臺北市立國中5824名教師為研究對象,共抽樣41所學校,問卷發放1010份,有效問卷回收710份,有效回收率達70.3%,利用次數分配與百分比、卡方考驗、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析等統計方法,進行資料處理與分析,獲致以下結論: 一、臺北市國中教師運用資訊科技融入教學時,最常使用的資訊設備是電腦,融入時間點是課前準備,融入作法是利用電腦管理學生資料或計算處理成績及蒐集課程教學的相關資源、製作與課程相關之教材,而因教學工作需要使用資訊科技的每週平均時數,多數教師未達6小時;在課堂中使用資訊科技的每週平均節數,大多數教師未達3節課。 二、資訊科技融入教學的部份行為會因教師的個人背景變項不同而有差異。 三、資訊科技融入教學的相關因素包括實施意願、資訊素養、教材資源、行政支援、資訊設備、研習活動、教學時間、教學效用八個因素構面;除教學時間因素外,教師對相關因素的認同程度均顯著高於中等程度。 四、教師對資訊科技融入教學相關因素之認同程度,會因教師的個人背景變項不同有所差異。
The purpose of the study was to examine ICT integrated instructional behaviors of junior high school teachers in Taipei, to analyze the variance resulting from teachers having different backgrounds and the related factors, and to explore the relationships among them. The study was conducted through the questionnaire survey. The study stratified sampling from 41 schools out of 58 and sampling totally 1010 teachers out from 5824 in the 93th academic year in Taipei. The questionnaire copies returned were 710, the valid return ratio of which was 70.3%. Statistical techniques applied in the study were frequency distribution and percentage, Chi-square test, independent samples t-test, one-sample t-test, and one-way ANOVA. The major findings of the study are as follows. 1.When junior high school teachers in Taipei integrate ICT into teaching, the most often used equipment is the computer and the mostly integrating time is when teachers prepare for their teaching before class. They take advantage of the computer to deal with students’ information, to calculate students’ grades, to look for related teaching materials, and to compile supplementary materials related to their teaching. Regarding the time related to ICT, the average time that most teachers prepare for ICT is less than 6 hours a week; the time that most teachers apply ICT to teaching is less than 3 periods a week. 2.ICT integrated instructional behaviors are affected by teachers with different backgrounds. 3.The eight related factors concerning the ICT integrated instruction are: teachers’ willingness to conduct ICT, information literacy, instruction resources, administration support, information equipment, training programs, teaching time, and teaching efficacy. All of the factors, except the teaching time, affect ICT integrated instructional behaviors of junior high school teachers, with an average degree more than 3 in a scale of 1 to 5. 4.There are significant differences between teachers with different backgrounds and their identification in ICT integrated instruction. Based on the above results, some pedagogical implications for administrators and suggestions for the promotion of ICT are provided at the end of the study.
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