台中市國小特教教師運用資訊科技融入教學的現況與意願

A Study of Teacher’s Willingness and Related Factors in Integrating Information Technology into Special Education Teaching at Elementary School in Taichung County

劉侑霖(Yu-Lin Liu)

指導教授 ： 呂克明

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2011年)

摘要

本研究主要目的在探究台中市國小啟智班教師資訊科技融入特殊教育教學的實施現況與教師使用意願。研究者以自編之研究工具對全台中市國小啟智班教師進行問卷調查，實際回收有效樣本數112份，在資料回收後進行平均數、標準差、t考驗以及單因子變異數分析及Pearson積差相關等統計方法，進行資料統計分析，研究結果發現：

一、台中市國小教師資訊科技融入特殊教育教學的使用意願很高，但是實際運用情形有待加強。

二、就個人背景變項而言，性別、教育學歷、電腦研習時數、資訊科技融入特殊教學研習時數、每週電腦使用時數和每週上網時數不同的教師，其資訊科技融入特殊教學實施有顯著差異。

三、不同背景變項的教師，資訊科技融入特殊教育教學使用意願有顯著差異；包括婚姻狀況、教育學歷、任教年資、電腦資訊研習時數、資訊科技融入特殊教育教學研習時數、每週使用電腦時數及每週上網時數。

四、教師個人教學實施意願與資訊科技融入特殊教育教學實施現況有顯著相關。

關鍵字

資訊科技融入特殊教育教學

並列摘要

This study was aimed to investigate the current situations, willingness and difficulties of primary school special education teachers integrating information technology into classroom in Taichung County. A total of 112 questionnaires were sent out to primary school teachers and completed. The data were analyzed by using various statistical methods, such as mean, t-test, one-way ANOVA, and Pearson’s product-moment correlations. The main findings of this study were as follows:
1. The primary school teachers in Taichung County had high willingness to integrate information technology into classroom, but the using and implementing situations were still needed to improve.
2. Teachers with different backgrounds such as gender, educational degree, training hours of computer, training hours of integrating information technology into special education, hours of using computers per week, and hours of surfing web per week had significant differences in the using situations of integrating information technology into classroom..
3. The teachers with different backgrounds such as marriage situation, educational degree, years of teaching experience, training hours of computer, training hours of integrating information technology into special education, hours of using computers per week, and hours of surfing web per week had significant differences in the willingness of integrating information technology into special education.
4. Teachers’ willingness had the positive correlation with the using situations of integrating information technology into classroom.

並列關鍵字

integrating information technology into special education

參考文獻

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