The Study on Innovativeness and Stage of Concern in Integrating Blog into Instruction for Elementary School Teachers --An Example of Chia-yi City

• Main Authors: Shu-Huei Huang, 黃淑惠
• Other Authors: Chih-Lung Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/85086953636631436057

碩士 === 國立屏東教育大學 === 教育科技研究所 === 97 === The purpose of this study was to investigate the innovativeness and stage of concern in integrating blog into instruction for elementary school teachers-an example of Chai-yi City. The research compared the differences between the personal backgrounds in innovativeness and in stages of concern in integrating blog into instruction. Next, analyzed the correlation between the innovativeness and stages of concern in integrating blog into instruction for elementary school teachers. In order to achieve this purpose, the method of questionnaire survey adopted stratified random sampling. In addition, the questionnaire survey was mainly aimed at elementary school teachers in Chia-yi City. The researcher used “The Innovativeness Scale” and “The questionnaire of Stages of Concerns in integrating blog into instruction” as instruments. There were 285 effective questionnaires and the retrieval percentage was 86.89%. These data were analyzed by the SPSS-for-windows software with statistical methods about Descriptive Statistics, t-test, ANOVA and Pearson-product moment correlation. The major findings of research were as follows: 1. The innovativeness of elementary school teachers in Chia-yi City was middle level. 2. The degree of stage of concern about the elementary school teachers in integrating blog into instruction was middle. However, the degree in the stage of self-concern was much higher and in the stage of impact-concern was the next higher. 3. Whether teacher with administrative position (or not), the hours of surfing the Internet each week had significant effects in the elementary school teachers’ innovativeness. In contrast, school size, educational degree, and joining studies'' hours in recent year had no significant effects. 4. In the elementary school teachers’ stages of concern in integrating blog into instruction had partly significant effects on “school size”, “teacher with administrative position (or not)”, and “the hours of surfing the Internet each week”. However, “educational degrees” and “joining studies'' hours in a recent year” had no significant effects. 5. There was a remarkable correlation between innovativeness and stages of concern in integrating blog into instruction for elementary school teachers.