台北市國小教師教學信念、學校環境因素與資訊科技融入教學實施成效之相關研究; The effectiveness of integrating information technology into teaching in public elementary schools of Taipei city, and the relationship of teacher's teaching belief, environment factor of schools.

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Title:	台北市國小教師教學信念、學校環境因素與資訊科技融入教學實施成效之相關研究;The effectiveness of integrating information technology into teaching in public elementary schools of Taipei city, and the relationship of teacher's teaching belief, environment factor of schools.
Authors:	李豐展;FENG-CHAN LEE
Contributors:	學習與教學研究所
Keywords:	教師教學信念;實施成效;資訊科技融入教學;教師專業發展;integrating information technology into teaching;professional development;effectiveness
Date:	2006-07-04
Issue Date:	2009-09-22 09:28:23 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	摘要本研究之研究目的為瞭解台北市公立國民小學教師對於資訊科技融入教學實施成效的知覺，並探討教師教學信念、學校環境因素、教師背景變項與實施成效知覺之相關。研究母群為來自九十四學年度台北市88間公立國民小學的教師，研究樣本採系統抽樣的方式，抽取每校正式合格教師總額之5﹪做為問卷發放對象，共計抽取361名教師。本研究所使用的研究工具包括「影響教師資訊科技融入教學實施量表」、「資訊科技融入教學實施成效量表」，資料分析方式包括：描述統計、信度分析、皮爾森積差相關分析、半淨相關複迴歸分析與逐步複迴歸分析，並於完成問卷資料分析後，選取五位教師進行訪談，以補充說明量化研究結果。本研究結果如下：一、「政策暨軟硬體資源」、「教師專業發展」及「教學年資」等三個變項均與「教師資訊科技融入教學實施成效」達顯著正相關。二、「政策暨軟硬體資源」、「教師專業發展」及「教學年資」等三個因素共解釋了「教師資訊科技融入教學實施成效」16.2%的變異量。「教學年資」可以單獨解釋變異量為3.6﹪。三、經由多元逐步複迴歸分析方面，「教師專業發展」、「政策暨軟硬體資源」與「教學年資」為預測「教師資訊科技融入教學實施成效」的因子，這些因素共解釋了14.4﹪的變異量。四、學校政策暨軟硬體資源的支持，為教師實施資訊科技融入教學的基礎。五、專業發展需能夠與實務經驗結合，並且引發教師的內在動機。六、教師豐富的教學經驗，有助於資訊科技融入的實施成效。七、教師教學信念中「教學取向」，並非扮演重要因素。最後依據研究結果提出對資訊科技融入教學的推動及未來研究的建議。 ABSTRACT: The purposes of this study are to investigate （1）the effectiveness of integrating information technology into teaching in public elementary schools of Taipei city, and （2）the relationship of teacher’s teaching belief, environment factor of schools, teacher’s background variables and the effectiveness of integrating information technology into teaching. Systematic random selection was used in the sampling plan of the study. The sample sized is 361. Mail survey is used to collect data. A serious of quantitative techniques are used to analyze the data collected. The key findings of this study are: 1. （1）Policy, hardware and software resource have moderate relationship with effectiveness.（2）Teacher professional development has moderate relationship with effectiveness.（3）Teaching seniority has low relationship with effectiveness. 2. In semi-partial multiple regression analysis, three variables explained 16.2﹪of variance. 3. In stepwise multiple regression analysis, three variables are the predictors of the effectiveness, they explained 14.4﹪of variance. 4. The supports of policy, hardware and software resource from school administration are the important factors for integrating information technology into teaching. 5. Faculty development needs to be cooperated with teachers’ instructional experience and arise to teachers’ intrinsic motivation. 6. Abundant teaching experience is helpful to effectiveness of integrating information technology into teaching. 7. Teachers’ beliefs are important for integrating information technology into their own teaching, whereas instructional trend is not a critical factor to motivate teachers. Several suggestions are recommended at the end of the thesis.
Appears in Collections:	[Graduate Institute of Learning and Instruction] Electronic Thesis & Dissertation

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