The Survey of Integrating Information Technology into Instruction for the Non-Categorical Resource Room Teachers in the Elementary Schools

• Main Authors: Chen-Huang Chiu, 邱晨晃
• Other Authors: Su-Chen Chuang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/97964334668683826207

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 96 === This study was aimed to investigate the current situations of integrating information technology into instruction for the non-categorical resource room teachers in the elementary schools in Taiwan. Questionnaire and interview were adopted to collect data. 220 valid questionnaires were used to be analyzed finally. The data were analyzed by using mean, standard deviation, t-test, one-way ANOVA and Scheffe’s Post-Hoc comparison. The main findings were as follows: １. The mean of the non-categorical resource room teachers’ information technology ability is over 97 points. It indicated that the teachers’ information technology ability is quite good. Besides, there is no significant difference among the teachers teaching in different areas. ２ .There is no significant difference on the status of integrating information technology into instruction among teachers teaching in different area. ３. In personal background variables, teachers with different gender, ages, years of teaching experience, educational degree, teaching position, training hours of integrating information technology into Instruction , hours of using computers per and week hours of surfing web per week had no significant differences on integrating information technology into Instruction. ４.Information technology can enhance student’s learning motivation, interest, attention and result. The main dilemma is that there were so many preparations, and it spended too much time. The research of the non-categorical resource room teacher’s main strategy is that they attended study group or pursued further education to increase the ability of using integrating information technology into instruction. ５. The advice is that correlative offices can hold study groups, improve educational softwares and hardwares, set up special education WEB sites, and reduce the hours of teacher lectures to improve teachers’ abilities and pleasure. And I suggested that the non-categorical resource room teachers should attend study groups to improve their information technology abilities.And teachers can use internet to improve content of courses