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

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：35

、訪客IP：3.133.147.252

姓名

李豐展(FENG-CHAN LEE) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

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.)

相關論文

★ 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	★ 內外在動機、創造力工作環境與創造力之相關研究－以第八屆創思設計與製作競賽之參賽學生為例
★ 教師情緒智慧、教師權能與教師效能感之相關研究─以桃園縣公立國民小學教師為例	★ 一位大學優良教師的教育實踐—女研究生與主角的共同敘說
★ 敘說一位研究型大學教師之自我座落	★ 書法教學現況及教師書法教學意願之研究—以台北市國小為例
★ 影響實習教師實習困擾之相關因素研究-以九十四學年度半年制實習教師為例	★ 敘說實習教師之教師認同
★ 工科研究生的學習樣貌—一個情境學習的觀點	★ 探究「一位教學傑出教師的生命與特質」—以外甥與研究生角色進行探究
★ 用心傾聽一段永不停止的關係-一位大學傑出教師與學生關係之敘說	★ 影響國小學童家長送子女參加課後補習之相關因素研究---以桃園縣中壢市為例
★ 編織生命樣貌—一位工藝藝術師與研究生共同勾勒美的故事	★ 脫下假面：敘說一位穿梭於舞蹈班與普通班之間的初任教師之蛻變
★ 以故事、合作、對話、反省融入國中生數學學習的行動研究	★ 經驗的聆聽、凝視與回觀─我在沈昭良的攝影課上

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 教師教學信念
★ 實施成效
★ 資訊科技融入教學
★ 教師專業發展

關鍵字(英)

★ integrating information technology into teaching
★ professional development
★ effectiveness

論文目次

目錄
第一章緒論
第一節研究背景與動機………………………………………1
第二節研究目的與問題………………………………………8
第三節名詞釋義………………………………………………9
第四節研究限制………………………………………………11
第二章文獻探討
第一節資訊科技融入教學……………………………………13
第二節教師教學信念…………………………………………25
第三節學校環境因素…………………………………………34
第三章研究設計
第一節研究架構………………………………………………43
第二節研究假設………………………………………………44
第三節研究對象………………………………………………45
第四節研究工具………………………………………………45
第五節資料處理與分析………………………………………52
第六節資料分析流程…………………………………………54
第七節教師訪談內容設計……………………………………55
第八節研究程序………………………………………………56
第四章研究結果
第一節基本統計資料分析……………………………………57
第二節問卷效度、信度及項目分析…………………………60
第三節教師教學信念、學校環境與資訊科技融入教學實施成效之描述性統計…………………………66
第四節教學信念、學校環境、背景變項與實施成效之相關分析…………………………………………………68
第五節半淨相關與多元逐步複迴歸分析……………………71
第六節開放性問答暨資料訪談分析…………………………74
第五章結論、討論與建議
第一節研究結論………………………………………………87
第二節研究結果討論…………………………………………88
第三節研究建議………………………………………………92
參考文獻…………………………………………………………… 97
附錄一：問卷發展專家名單 106
附錄二：台北市國小教師資訊科技融入教學實施成效調查問卷 107

參考文獻

參考文獻
中文部分：
王文裕（2002）。新竹縣國民小學教師進行資訊科技融入教學現況、意願及相關因素研究。國立新竹師範學院輔導教學碩士班碩士論文，未出版。
王郁文（2004）。南區國小初級資訊種子教師創新接受度與資訊科技融入教學關注之相關研究。國立屏東師範學院教育科技研究所碩士論文，未出版。
王曉璿（1999）。資訊科技融入各科教學探究。菁莪季刊，10(7)，7-24。
古鈞元（2002）。教師教學信念與資訊科技融入教學—國中地理教師個案研究。國立臺灣師範大學資訊教育研究所碩士論文，未出版。
朱則剛（1994）。教育工學的發展與派典演化。台北市：師大書苑。
朱則剛（2000）。教育傳播與科技。台北市：師大書苑。
朱婉瑜（2001）。國中實習教師之教師信念改變與其影響因素之關係。國立中山大學教育研究所碩士論文，未出版。
何克抗（2003）。數位學習與高教改革。載於陳德懷、黃亮華 (合編)，邁向數位學習社會 (頁172-201)。台北市：遠流。
何榮桂（2002）。台灣資訊教育的現況與發展—兼論資訊科技融入教學。資訊與教育，87，22-48。
何榮桂、顏永進(2001)。資訊融入健康與體育領域教學。教師天地，112，71~75。
吳子超（2001）。中小學網頁設計績優教師及其相關因素。國立政治大學教育研究所碩士論文。
吳振賢（2002）。教師網路融入教學態度、網路融入教學行為及其相關因素之研究。國立政治大學教育學系博士論文，未出版。
吳清山（1997）。學校行政。台北市：心理。
宋曜廷、張國恩、侯惠澤（2005）。資訊科技融入教學：借鏡美國經驗，反思台灣發展。教育研究集刊，51(1)，31- 62。
李瑜霏（2004）。國民小學教師之建構式教學信念及教學行為的研究：以數學科為例。國立東華大學公共行政研究所碩士論文，未出版。
李曉伶（2002）。澎湖縣國小資訊科技融入教學現況、意願及相關因素研究。國立台南師範學院課程與教學碩士班碩士論文，未出版。
林佳蓉（2006）。以HPT模式及認知動機因素探討台灣資訊種子小學科技融入教學之現況與相關因素研究。國立台北教育大學學報，19（1），117-148。
林信榕、劉子鍵、楊永芬、李欣慧、林欣穎、鄧曉婷（2003）。影響教師資訊科技融入教學實施成效之相關因素研究。國科會專案報告，NSC91-2520-008-012-。
林紀慧（2000）。資訊科技課程融合與師資教育。國立新竹師範學院初等教育學系初等教育學報，7，27-44。
林偉文（1997）。國民中學教師心理學信念及其在教育上的涵義。國立政治大學教育研究所碩士論文，未出版。
林涵妮（1998）。影響國小教育人員接受創新態度與教學科技接受程度因素之研究。國立臺南師範學院國民教育研究所碩士論文，未出版。
林進財（2004）。教學原理。台北市：五南。
林煌凱（2002）。國中教師教學創新接受度與資訊科技融入教學關注階層之相關研究。國立高雄師範大學資訊教育研究所碩士論文，未出版。
邱瓊慧（2002）。中小學資訊科技融入教學之實踐。資訊與教育，88，3-9頁。
姜禮能（2002）。國小教師對於資訊融入教學之變革關注與相關因素研究。國立花蓮師範學院國小科學教育研究所碩士論文，未出版。
孫志麟（1999）。教師自我效能：有效教學的關鍵。教育研究資訊，7（6），170-187。
徐新逸、吳佩謹（2002）。資訊融入教學的現代意義與具體作為。教學科技與媒體，59，63- 73。
崔夢萍（2001）。國小教師電腦融入教學態度及其相關因素研究。台北市立師範學院學報，32，169-194。
張國恩（1999）。資訊融入各科教學之內涵與實施。資訊與教育雙月刊，72，2-9。
張雅芳（2003）。教師運用科技之相關因素研究。教育研究月刊，116，41-49。
張雅芳、徐加玲（2003）。從種子教師的角度探討中小學資訊教育之推廣與困境。教學科技與媒體，66，48~59。
張靜嚳（1996）。傳統教學有何不妥？建構與教學，4。
許紋華（2003）。教師知識與行動的轉化：以一位國小教師資訊融入自然科教學為例。國立中山大學教育研究所碩士論文，未出版。
郭實渝（2000）。現代科技在教學上之運用與生態教育理念之推動產生的兩難。歐美研究，30(2)，111-144。
陳木金（1997）。國小教師教學效能評鑑指標建構之研究。國立政治大學學報，75，119-172。
陳美紀（2003）。科技融入學科教學之探討---以商職經濟學教學為例，國科會專案報告，NSC91-MOE-S-018-001-X3。
陳德懷（2003）。談談數位學習的過去和未來（序）。載於：陳德懷、黃亮華 (合編)，邁向數位學習社會。台北市：遠流。
黃儒傑（2001）。國小初任教師教學信念、教學成敗歸因及其效教學表現之研究。國立高雄師範大學教育研究所博士論文，未出版。
黃燕芬（2003）。中學英語教師資訊融入英語教學認知、關注階層、行為及相關因素之研究。國立中山大學教育研究所碩士論文，未出版。
楊永芬（2004）。國小教師創新接受傾向與資訊科技融入教學接受程度~以北區資訊種子學校教師為例。國立中央大學學習與教學研究所碩士論文，未出版。
楊諮燕、高熏芳（2004）。考量教師關注階層之資訊融入教學教師培訓課程設計規劃。中等教育期刊，55(1)，162-173。
甄曉蘭、周立勳（1999）。國小教師數學教學信念及其相關因素之探討。課程與教學季刊，2(1)， 49-68。
蔡俊男（2000）。高雄市國小教師運用資訊設施教學意願之研究。國立高雄師範大學工業科技教育學系碩士論文，未出版。
蘇益生（2004）。高雄市國小教師e-learning教學信念與教學效能關係之研究。國立高雄師範大學成人教育研究所碩士論文，未出版。
蘇鳳珠（2002）。國民小學教師建構式教學信念與教學行為之研究。國立台南師範學院國民教育研究所碩士論文，未出版。
饒見維（2003）。教師專業發展-理論與實務。台北市：五南。
英文部分：
Akbaba, S., & Kurubacak, G., (1998). Teachers’ attitudes towards technology. Computers in Social Studies Journal [Online serial], 7(4). Retrieved July 11, 2005, from: www.webcom.com/journal/akbaba.html
Albion, P., & Ertmer, P. A. (2002). Beyond the foundations: The role of vision and belief in teachers' preparation for integration of technology. TechTrends, 46(5), 34-38.
Baylor, A. L. & Richie D., (2002) What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, Volume 39, Issue 4, Pages 395-414.
Becker, H. J., & Anderson, R. E. (1998). Teaching, learning, and computing:1998, A national survey of schools and teachers describing their best practices, teaching philosophies, and uses of technology. Retrieved September 8, 2005, from http://www.crito.uci.edu/tlc/questionnaires/teachers_qs.pdf.
Becta (2004). Primary schools – ICT and Standards. An analysis of national data from Ofsted and QCA by Becta. Coventry: Becta. http://www.becta.org.uk/research/research.cfm?section=1&id=538
Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55(2), 186-188.
Brickner, D. (1995). The effects of first and second order barriers to change on the degree and nature of computer usage of secondary mathematics teachers: A case study. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: the role of professional development. The Technology Teacher, 60(2), 31-34.
Campoy, R. (1992). The role of technology in the school reform movement. Educational Technology, 32(8), 17-22.
Catchings, M. H. (2002). Models of professional development for teachers: Factors influencing technology implementation in elementary schools. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, Louisiana.
Catchings, M. H. (2002). Models of professional development for teachers: Factors influencing technology implementation in elementary schools. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, Louisiana.
Clark, K. D. (2000). Urban middle school teachers’ use of instructional technology. Journal Research on Computing in Education, 33(2), 178-195.
Cuban, L. (2001). Oversold and underused. Cambridge, MA: Harvard University Press.
Danielson, C., & McGreal, T. L. (2000). Teacher evaluation: To enhance professional practice. Association for Supervision and Curriculum Development, Alexandria, VA.
Davis, J. A. (1971). Elementary survey analysis. Englewood, NJ：Prentice-Hall.
Dexter, S. L., Anderson, R. E., & Baker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research in Computing Education, 31(3), 221-239.
Dias, L. B. (1999). Integrating technology: some things you should know. Learning & Leading with Technology, 27(3), 10-13.
Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39, 23-27.
Ertmer, P. Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-73.
Fabry, D. & Higgs, J. (1997),‘Barriers to the effective use of technology in education’, Journal of Educational Computing, 17 (4), 385–395.
Fullan, M. (1999). Change forces: The sequel. Philadelphia, PA: Falmer Press.
Fuller, L. H. (2000). First teach their teachers: technology support and computer use in academic subjects. Journal of Research on Computing in Education, 32(4), 511-524.
Fulton, K. (1999). How teachers’ beliefs about teaching and learning are reflected in their use of technology: cases studies from urban middle schools. Unpublished master thesis. University of Maryland, College Park.
Granger, C. A., Morbey, M. L., Lotherington, H., Owston, L. D. & Wideman, H. H.（2002）Factors contributing to teachers’ successful implementation of IT. Journal of Computer Assisted Learning. 18, 480-488.
Guha, S., (2000). Are we all technically prepared? Teachers' perspective on the causes of comfort or discomfort in using computers at elementary grade teaching. Paper presented at the Annual Meeting of the National Association for the Education of Young Children Atlanta, GA, November 8-11, 2000.
Hall, G.E., & Hord, S.M. (2001). Implementing change: Patterns, principles, and potholes. Needham Heights, MA: Allyn and Bacon.
Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (2001). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Hirumi, A. (2002), The Design and Sequencing of e-Learning Interactions: A Grounded Approach, International Journal of E-Learning, Vol. 1, pp.19-27.
Honey, M., & Moeller, B. (1990). Teacher's Beliefs and Technology Integration: Different Values, Different Understanding. Technical Report 6, New York: Center for Technology in Education.
International Society for Technology in Education. (2000). National Educational Technology Standards for teachers: Connecting curriculum and technology (first ed.). Eugene, OR: International Society for Technology in Education.
Jonassen, D.H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking. Columbus, OH: Prentice-Hall.
Jonassen, D.H., Howland, J., Moore, J., & Marra, R.M. (2003) Learning to solve problems with technology: A constructivist perspective, 2nd. Ed. Columbus, OH: Merrill/Prentice-Hall.
Lam, Y. (2000). Technophilia vs. technophobia：A preliminary look at why second language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56, 389-420.
Lesgold, A. (2003). Detecting technology’s effects in complex school environment. In Hartel, G. D. & Means, B. (eds). Evaluating educational technology: effective research designs for improving learning. New York: Teacher College, Columbia University.
Middleton, A. J., Flores, A., & Knaupp J. (1997). Shopping for technology. Educational Leadership, 53(3). [On-line]. Available: http://www.ascd.org/pubs/el/nov97/exmiddl.html
Moersch, C. (1995). Levels of technology implementation (LoTi): A framework for measuring classroom technology use. Learning with Technology, 23(3), 40-42.
Mumtaz, S. (2000),‘Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319–341.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 18, 197-206.
Norton, S., McRobbie, C., & Cooper, T. (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five cases studies. Journal of Research on Computing in Education, 33(1), 87-110.
Nunnally, J. (1978). Psychometric Theory, New York: McGraw-Hill.
O’neill, G. P. (1988). Teaching Effectiveness: A review of the review. Canadian Journal of Education, 13(1), 162-185.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Pan, D. (2000). IT [Information Technology] as a change agent in education and national development. (ED447294).
Parr, J. M. (1999). Going to school the technological way: Co-constructed classrooms and student perceptions of learning with technology. Journal of Educational Computing Research, 20(4), 365-377.
Pea, R. D. (1997). Learning and teaching with educational technologies. In H.J. Walberg & G. D. Haertel (Eds.), Educational psychology: Effective practices and policies (pp. 274-296). Berkeley, CA: McCutchan Publishers.
Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology, Research and Development, 51(2), 57-76.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers and Education, 37, 163-178.
Pinkston, G. (1999). Attitudes of teachers toward information technology and implications for curriculum. Unpublished master thesis. University of Minnesota, St. Paul.
Ravitz, J. L., Becker, H. J., & Wong, Y-T. (2000). Teacher Professional Engagement and Constructivist-Compatible Computer Use. (Teaching, Learning, and Computing: 1998 National Survey, Special Report.) Center for Research on Information Technology and Organizations University of California, Irvine And University of Minnesota.
Ravitz, J. L., Wong, Y., & Becker, H. J. (1999). Teaching, learning and computing: 1998. A national survey of school and teachers: Describing their best practices, teaching philosophies, and uses of technology. Report to Participants. Irvine, CA: University of California Irvine, Department of Education. Retrieved June 18, 2005, from: http://www.crito.uci.edu/tlc/findings/special_report/participants_rev.htm
Reiser, R. A. (2002). A history of instructional design and technology. Trends and Issues in Instructional Design and Technology. NJ: Merrill Prentice Hall.
Roberts, L. G. (2000). Federal programs to increase children’s access to educational technology. Children and Computer Technology, 12(2), 181-185.
Roblyer, M. D. (2003). Integrating Educational Technology into Teaching (3rd Edition). Columbus, Oh. : Merrill Prentice Hall.
Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use. Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
Saettler, P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited, Inc.
Sandholtz, J.M, Rinstaff, C., & Dwyer, D.C. (1997). Teaching and technology: creating student-centered classrooms. New York: Teacher College, Columbia University.
Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development, 47(4), 83-90.
Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
The Oxford English Dictionary (1993). London: Oxford University Press.
Trotter, A. (1999). Preparing Teachers for the Digital Age. Education Week, 19: 37-43.
US Department of Education (2005). Preparing tomorrow’s teachers to use technology program (PT3). Retrieved May 15, 2006, from http://www.ed.gov/programs/ teachertech/index.html.
Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271.
Vannatta, R. A., & O’Bannon, B. (2002). Beginning to put the pieces together: A technology infusion model for teacher education. Journal of Computing in Teacher Education, 18(4), 112-123.
Wang, C. S., & Li, C.C. (2000). An assessment framework for information technology integrated instruction. Paper presented at ICCE (International Conference on Computers in Education)/ICCAI (International Conference on Computer-Assisted Instruction) 2000.Taipei, Taiwan.
Wetzel, D. R. (2001). A model for pedagogical and curricula transformation with technology. Journal of Computer in Teacher Education, 18(2), 43-49.
Zhao, Y. and Frank, K. A., (2003). “An Ecological Analysis of Factors Affecting Technology Use in Schools.” American Educational Research Journal, 40(4): 807-840.
Zhao, Y., & Cziko, G. (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education 9(1), 5-30.

指導教授

林信榕(Shinn-Rong Lin)

審核日期

2006-7-18

推文