| Summary: | 碩士 === 國立臺東大學 === 教育研究所 === 93 === Children and adolescents in contemporary society live in an environment full of television symbols, and institutions of socialization have shifted focus from family and school to the television industry. In the initial stages of the media literacy concept taking root domestically, whether teachers have comprehensive television literacy, whether they can teach students to constructively use the television media; how teachers view this brand new instruction, and whether there is a correlation to the innovativeness of teachers – these questions are part of the focus in this study. Thus, the research purposes of this study are (1) to understand the television literacy and innovativeness of elementary school teachers; opinions on implementation of the television literacy curriculum; and related variables to the television literacy of elementary school teachers; and (2) to explore whether the degree of teachers’ television literacy is related to the innovativeness of teachers.
This study uses all public elementary school teachers in the 2004 academic year, this study uses questionnaires. The research tool is the “Television Literacy Questionnaire for Elementary School Teachers,” compiled by the researcher. The content includes five parts – basic information, scale of television literacy, viewing behavior, opinion on television literacy curricular implementation, and scale of innovativeness. 1039 questionnaires were released, 690 were retrieved, the retrieval rate is 66.4%. After discarding invalid questionnaires, there were 676 valid questionnaires, with a valid retrieval rate of 65.1％. Descriptive analysis, t-test, One-way ANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis were conducted.
The results of this study are shown as follows:
1. Television literacy of elementary school teachers is above the average level, and has a greater understanding of stances and organizational operations of television broadcasting companies, but they are less literate in distinguishing between television programs and reality.
2. In the scale of innovativeness, scores for elementary school teachers in this study are lower than those found in previous studies; therefore the innovativeness of elementary school teachers still awaits improvement.
3. There is a significant difference between the effects of background variables of elementary school teachers, such as age, number of years employed, numbers of hours spent watching television on weekdays, numbers of hours spent watching television on weekends, opinions on television literacy curricula received during teacher training, willingness to accept television literacy courses and training, types of instructional methods on television literacy; the effect of variables such as gender, marital status, educational and professional background, current work, and whether one has taken courses on television literacy does not reach a significant level.
4. There is a low positive correlation between innovativeness and television literacy of teachers.
5. There is a significant predictive power of variables such as age of elementary school teachers, numbers of hours spent watching television on weekdays, courses taken, willingness to accept training, and innovativeness on their television literacy.
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