| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 97 === Abstract
The purpose of this study aims to probe into teachers’ background, teaching environment, and the belief and difficulty of integrating technology into teaching. There are six hundred and thirty copies of the self-made questionnaire, “The Current Implementation of Technology into Teaching for Public Kindergarten Teachers,” being distributed to teachers in Taichung City, Taichung and Chunghwa Counties; five hundred copies are completed. Those effective questionnaires are analyzed by SPSS 12.0 for windows for descriptive statistics, credibility and multilayer analyses.
The study can be concluded as follows:
1. Most public kindergarten teachers are female ranging from 31 to 40 years old. Most of them have been teaching for 21 years, and have the bachelor degree of children’s education.
2. Most teachers confirmed the benefit of technology into teaching; however, it’s not common to integrate computers into teaching or for kids to use computers.
3. They mostly use information technology on administrative and teaching preparations. But the percentage of using computers on teaching in classroom is not high.
4. The top three softwares are Word, PowerPoint, and Yahoo.
5. The variations have predictability for the different layers of integrating technology into teaching. They are as follows: the teachers’ teaching regions and scholarships, with or without integrating technology into teaching, Internet connection, teaching aids, the belief in the advantages and achievements of integrating technology into teaching, teachers’ characteristics (microsystem), supporting partners (mesosystem), and the hardware (exosystem).
The study provides suggestions to school executives, kindergarten teachers, education institutions, software development market and those who are concerned, hoping to contribute to the integration of technology to pre-school education.
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