| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 93 === The purpose of this study was the influence of vocational teachers’ information literacy on teaching strategies and teaching attitudes in vocational high schools adopting technology-integrated integrated instructional method. The subject of the study included 464 public and private vocational high school teachers in Taiwan. The research method employed in this study was the survey method. The instrument of the study was the “Vocational High School Teachers’ Use of Technology-Integrated Instruction Questionnaire”. The questionnaires were analyzed by using the SPSS program. The major findings of the study were:
1. Vocational high school teachers’ information literacy was above the average. The variable of teaching strategies for the use of technology-integrated instruction was above average. Their teaching attitudes toward technology-integrated instruction were good.
2. There were significant differences in vocational high school teachers’ information literacy, teaching strategies and teaching attitudes among different categories of gender, ages, duration of service, positions, frequency of computer use and the study hours of technology-integrated instruction.
3. There were significant differences in vocational high school teachers’ information literacy, teaching strategies and teaching attitudes among different categories of school location, information equipments, and measures for encouragement and study atmospheres.
4. Vocational high school teachers’ information literacy was positively correlated to teaching strategies and teaching attitudes. And the correlation between information literacy and teaching strategies was the more significant one.
5. Information literacy was the key factor for vocational high school teachers to implement technology-integrated instruction because it affected teachers’ use of teaching strategies and their teaching attitudes. Among the dimensions of information literacy, basic computer skills and internet-applied instruction were more important than others.
6. There were positive correlations between vocational high school teachers’ teaching strategies and teaching attitudes. The correlation between technology-integrated individual competence and technology-integrated measures was the more significant one.
Based on the results of the study, some conclusions and recommendations were drawn for the reference for educational institutes, vocational high schools, vocational high school teachers and further studies.
|
|---|
