彰化縣國民小學資源班教師實施資訊科技融入教學之研究

The Study of Integrating Information Technology into Instruction for the Resource Room Teachers in Changhua County Elementary Schools

蕭岳朋(Yue-Peng Hsiao)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2012年)

摘要

本研究旨在探究彰化縣國民小學資源班教師實施資訊科技融入教學之現況。研究者針對彰化縣國民小學資源班教師進行問卷調查，母群體總人數為178人，實際回收有效樣本數162份，有效問卷的回收率為91.01 %；在問卷回收後進行描述性統計、獨立樣本t檢定、單因子變異數分析、薛費法多重比較及複迴歸分析等統計方法之分析，本研究結果及建議如下：
一、彰化縣國民小學資源班之資訊科技設備等級屬於中上程度，而 且不因學校規模的不同而有顯著差異。
二、彰化縣國民小學資源班之資訊科技素養等級屬於中上程度，而且因教師的資訊相關研習時數不同而有顯著差異，尤其是研習時數「19~36小時」的彰化縣國民小學資源班教師之資訊科技素養明顯高於「18小時以下」的老師。
三、彰化縣國民小學資源班之資訊科技融入教學現況屬於中上程度，且資訊科技設備環境對於實施資訊科技融入教學具有顯著的解釋力。
四、就彰化縣國民小學資源班教師個人背景變項而言，不同的特教教師資格以單因子變異數分析結果得知，不同特教教師資格的資源班教師在「教學準備」、「教學實施」、「教學管理」及「資訊科技融入教學之全量表」整體考驗的F值均達顯著水準，因此，資源班教師實施資訊科技融入教學，因特教教師資格的不同而有顯著差異。
五、就彰化縣國民小學資源班教師個人背景變項而言，就不同上網時數以單因子變異數分析結果得知，不同上網時數組別的資源班教師在「教學實施」、「教學評量」及「資訊科技融入教學之全量表」整體考驗的F值均達顯著水準，因此，資源班教師實施資訊科技融入教學，因上網時數的不同而有顯著差異。
六、根據上述之結論，提出共12點建議，以做為教育行政主管單位、資源班教師及後續研究者之參考。

關鍵字

資源班 ； 資訊科技融入教學

並列摘要

This study aimed to probe the current situation of integrating information technology into instruction for resource room teachers in elementary schools in Changhua County. A total of 178 questionnaires were sent out to resource room teachers in Elementary Schools in Changhua County. The number of valid questionnaires returned was 162; the return rate was 91.01%. The data were analyzed by using SPSS 12.0. Descriptive Statistics, a t-test, one-way ANOVA, Scheffe’s Post-Hoc comparison and multiple regression analysis were conducted on the data. The results and suggestions of this study are as follows:
1.The degree of the resource room’s information technology equipment in Changhua County is above intermediate level, and there is no significant difference among schools of different scales.
2.The degree of the resource room teachers’ information technology literacy is above intermediate level. There is no significant difference among resource room teachers with different IT training hours. Teachers with 19 to36 IT training hours have stronger influence than those with less than 18 IT training hours.
3.The degree of the resource room teachers’ implementing information technology integrated instruction is above the intermediate level. The IT equipment environment could help significantly explain information technology integrated instruction.
4.In terms of the personal background variables, the results of the one-way ANOVA shows that special education teachers with different qualifications in “teaching preparation”, “teaching practice”, “ teaching management”, and “entire meter of information technology integrated into instruction in resource rooms” have significant influence on F value. Therefore, there is significant difference among teachers with different qualifications.

5. In terms of personal background variables, the results of a one-way ANOVA shows that teachers in the group of different hours of surfing web in “teaching practice”, “instructional assessment”, and “entire meter of information technology integrated into instruction in resource rooms” have significant influent on F value. Therefore, there is significant difference among teachers with different hours of surfing the web.
6. Based on the conclusion above, this study provided twelve suggestions for reference to educational administration, the resource room teachers and researchers.

並列關鍵字

resource room ； information technology integrated instruction

參考文獻

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