The Study on the Current Status of Courseware Sharing Among Resource Room Teachers and the Motivations that Lead to Teachers’ Willingness to Share Their Self-developed Courseware

• Main Authors: Chiung-Yin Tseng, 曾瓊瑩
• Other Authors: 孟瑛如
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/46621086088344301150

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 93 === Abstract Individuals receiving special education diversify in every aspect of their learning and development process. This phenomenon explains why individualized instruction has been one of the major characteristics in special education. As a result, special education teachers usually have to develop courseware specific to each student, which imposes extra workload to the teachers. Fortunately, courseware sharing can potentially relieve teachers from such workload. The major purposes of this study are thus to investigate the current status of courseware sharing among resource room teachers and explore the motivation behind teachers’ willingness to share their self-developed courseware. Survey through questionnaires is adopted in our research. 800 questionnaires were sent to selected resource room teachers at the elementary level in Taiwan, with 402 of them responded. The major findings of this study are as follows： 1. The main sources of courseware are self-developed and the Internet. However, less than 10 percent of resource room teachers have been sharing their self-developed courseware to the public through the Internet. 2. The primary motivations behind teachers’ willingness to share their self-developed courseware are beneficial to each other、beneficial to themselves、easily using to study、useful for study、self-achievable requirement. 3. The resource room teachers have more motivation to share their self-developed courseware is male graduating from normal university or teachers college and teaching below 1 year or 1~5 years or over 15 years. 4. The resource room teachers use Internet at 10~14 hours per week also has more motivation to share their self-developed courseware. 5. Knowledge of information of the resource room teachers can effectively forecast easily using to study and useful for study. Useful for study also can effectively forecast easily using to study. 6. The age, the level of education and the background of resource room teachers can effectively forecast easily the motivation that lead to teachers’ willingness to share their self-developed courseware. Knowledge of information can effectively forecast easily the motivation that lead to teachers’ willingness to share their self-developed courseware. More results and detailed analyses have given in the paper. Educational implications and further research perspectives were proposed according to the results.