教師對資訊與通信科技的態度研究之後設分析

本研究基於教師對於資訊與通信科技（ICT）態度之重要性，以後設分析法蒐集國內外2011至2020間的文獻資料，共採納20篇教師對於ICT的態度相關研究，探討背景變項之教師個體特徵「性別」、「年齡」和「培訓經驗」影響教師對於ICT的態度之差異情形，並以「抽樣地區」、「樣本大小」、「教學階段」和「樣本類型」探討不同性別教師對於ICT的態度之潛在調節變項差異情形如下：（一）研究結果顯示教師背景變項中僅年齡30歲以下對於31歲到40歲及41歲以上有顯著差異，其效應量分別為.193和.520之小程度與中程度之差異。其於「性別」和「培訓經驗」在教師對於ICT的態度皆無顯著的差異。（二）調節變項結果顯示「抽樣地區」、「教學階段」、「出版類型」此三項為不同性別教師對於ICT態度的研究之調節變項，只有「樣本大小」不影響不同性別教師對於ICT態度的研究。抽樣地區中以歐洲、臺灣對於不同性別教師有顯著差異，教學階段中以高等教育、中學階段對於不同性別教師有顯著差異、出版類型中以碩博士論文對於不同性別教師有顯著差異，但其差異程度都僅有微小的差異程度，由此可知不同性別教師對於ICT的態度研究儘管有不同的調節變項，但其影響程度都很微小。（三）各分類變項中「抽樣地區」以亞洲、歐洲、臺灣地區其組內Qｗ呈現異質性；「教學階段」以高等教育與中學教育其組內Qｗ呈現異質性；「出版類型」在碩博士論文與期刊之組內Qｗ皆呈現異質性，但其組間QB皆為顯著所以可能還有潛在的中介變項存在。最後，根據研究發現與結論，提供相關建議，以供相關教育單位及研究者參考。

關鍵字

資訊與通信科技；教師的態度；後設分析

並列摘要

Based on the importance of teachers' attitudes towards information and communication technology (ICT), Meta- analysis was adopted to collect domestic and foreign literature between 2011 and 2020, a total of 20 studies on teachers' attitudes toward ICT. This study aims to discuss the difference of teachers’ attitudes toward ICT and the influence of background variables on teacher individual characteristics like "gender", "age" and "training experience". By means of "sample area", "sample size", "teaching stage" and " publication type", we explore the difference in the potential moderating variables of teachers of different genders’ attitudes toward ICT. The main findings of this research were summarized as follows: (1) The results of the study showed that only those under 30 years old had a significant difference between 31 years old to 40 years old and over 41 years old in teacher background variables, and the effect sizes were small and medium differences of .193 and .520 respectively. There is no significant difference in the teachers' attitudes towards ICT in terms of "gender" and "training experience". (2) The results of the adjustment variables show that "sample area", "teaching stage", and "publication type" are moderating variables for the research on ICT attitudes of teachers of different genders. Only the "sample size" does not affect the study of teachers’ attitudes toward ICT of different genders. Among the sampled areas, there are significant differences for teachers of different genders in Europe and Taiwan. There are significant differences for teachers of different genders in higher education and middle school in the teaching stage. There are significant differences between teachers of different genders in the publication type for master and doctoral dissertations, but their differences are only a slight difference in degree. It can be seen that although the research on the attitude of teachers of different genders towards ICT has different moderating variables, the degree of influence is very small. (3) The QW of "sample area" in each category variation showed heterogeneity within the group in Asia, Europe and Taiwan; the teaching stage shows the heterogeneity in the QW in the group within higher education and secondary education. The QW of "publication type" was heterogeneous in both master and paper. However, the QB was significant in both groups, so there may be potential mediating variables. Finally, according to the findings and conclusions of the study, relevant suggestions are provided for the reference of relevant educational institutions and researchers.