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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4596


    Title: 國民小學教師創新接受傾向與資訊科技;融入教學接受程度之相關因素研究 -以台北市資訊重點學校為例 Factors Related to Teachers’ Tendency toward Innovation with Information Technology and the Acceptance Level of Integrating Information Technology into Teaching
    Authors: 楊永芬;Yung-Fen Yang
    Contributors: 學習與教學研究所
    Keywords: 資訊科技融入教學;創新接受傾向;acceptance level;Information technology;tendency
    Date: 2004-06-15
    Issue Date: 2009-09-22 09:28:06 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本研究之研究範圍為台北市資訊重點學校、中級資訊種子學校、以及初級資 訊種子學校之國民小學教師,共2116 位,旨在探討影響國民小學教師創新接受 傾向與其對資訊科技融入教學接受程度之相關因素。研究目的包括:1.瞭解國民 小學教師對資訊科技融入教學接受度的現況。2.瞭解國民小學教師創新接受傾向 的現況。3.探討國民小學教師之個人背景變項與其對資訊科技融入教學接受程度 的關係。4.探討國民小學教師之個人背景變項與其創新接受傾向的關係。5.探討 國民小學教師之創新接受傾向與其對資訊科技融入教學接受程度的關係。6.瞭解 國民小學教師接受資訊科技融入教學的考量面向及其所需之協助。 本研究使用的研究工具為「國民小學教師對資訊科技融入教學接程度調查問 卷」,包括「教師創新接受傾向」、「教師對資訊科技融入教學接受程度」、「背景 資料」、以及「開放性問題」四個部分。所蒐集資料使用SPSS for window 11.5 版套裝程式進行統計分析,使用統計方法計有:敘述統計、信度分析、卡方檢定、 相關分析、逐步複迴歸分析、半淨相關分析等,並於問卷資料蒐集後立意取樣六 位教師進行訪談,所得資料補充說明研究結果。 本研究的主要結果如下: 一、國民小學教師之創新接受傾向呈常態分配。 二、國民小學教師對資訊科技融入教學的接受程度呈常態分配。 三、國民小學教師之創新接受傾向與其對資訊科技融入教學的接受程度達顯著 正相關。 四、國民小學教師之「性別」、「婚姻狀況」、「最高學歷」、「任教類別」、「是否兼 任行政職務」、「是否為資訊種子教師團隊成員」、「教學年資」、「學校規模」、 以及「學校類別」等背景變項與其創新接受傾向無顯著關係。 五、國民小學教師之「性別」、「婚姻狀況」、「最高學歷」、「任教類別」、「是否兼 任行政職務」、「教學年資」、以及「學校規模」等背景變項與其對資訊科技 融入教學的接受程度無顯著關係。 六、國民小學教師是否為資訊種子教師團隊成員以及其所與其對資訊科技融入 教學的接受程度達顯著正相關。 七、國民小學教師之服務學校類別與其對資訊科技融入教學的接受程度達顯著 正相關。 八、國民小學教師之「創新接受傾向」、「資訊種子教師團隊成員」、以及服務於 「資訊重點學校」三變項能有效預測其對資訊科技融入教學的接受程度。 九、國民小學教師實施資訊科技融入教學的考量面向包括:便利及複雜性、相容 性、有用性、必要性、本身的資訊能力等。 十、國民小學教師實施資訊科技融入教學所需之協助包括:充足且便利的設備、 充足且相關的教材資源、提供相關性質的研習、即時且積極的諮詢協助、以 及行政、家長、與學生的支持。 最後研究者根據研究結果提出建議,作為相關單位、人員於推廣資訊科技融 入教學之參考。 The purposes of this study were to :(1) understand the elementary school teachers’ acceptance level of integrating IT into teaching; (2) understand the elementary school teachers’ tendency toward innovation with IT; (3) explore factors related to acceptance level of integrating IT into teaching; (4) explore factors related to the teachers’ tendency toward innovation with IT; (5) understand the relationship between the factors selected; and (6) understand the teachers perception of acceptance about integrating IT into teaching. Mail questionnaire and face to face interview were used to collect data. The samples of this study were 2116 elementary school teachers. Descriptive analysis, correlation analysis, and semi-partial multiple regression analysis, stepwise multiple regression analysis, and t-test statistical techniques were used to analyze the data collected. The results of this study were as follows: 1. The curve of elementary school teachers’ “tendency toward innovation with IT” almost is formed as normal distribution. 2. The elementary school teachers’ “acceptance level of integrating IT into teaching” almost is formed as normal distribution. 3. Elementary school teachers’ “tendency toward innovation with IT” is significantly correlated with “acceptance level of integrating IT into teaching”. 4. The variables of working places, engaging the team of the information technology had moderate positive relationship with “acceptance level of integrating IT into teaching”. 5. Elementary school teachers’ “tendency toward innovation with IT” and the variables of working places, engaging the team of the information technology are predictors for “acceptance level of integrating IT into teaching”. 6. The reasons for the teachers accept to integrate IT into teaching including: convenience, complexity, compatibility, usability, necessary, and the ability of using Information technology. Some other reasons are: equipment, resources, induction course, consultant, and support.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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