| Summary: | 碩士 === 國立屏東教育大學 === 數位學習教學碩士學位學程 === 99 === The purpose of this study was to understand the public kindergarten teachers’ technology literacy and the levels of use of teachers’ information technology integrated instruction. Evaluating the relationship of public kindergarten teachers’ background variables to technology literacy and the levels of use of teachers’ information technology integrate instruction from comparing the differences between the personal backgrounds in technology literacy and the levels of use of teachers’ information technology integrate instruction. Furthermore, this study discusses the correlation on public kindergarten teachers’ technology literacy and the levels of use of teachers’ information technology integrate instruction
The method of questionnaire survey adopted stratified random sampling. In addition, the questionnaire survey was mainly aimed at public kindergarten teachers in Kaohsiung area. The researcher used “The questionnaire of public kindergarten teachers’ technology literacy and the levels of use of teachers’ information technology integrate instruction” as instruments. There were 257 effective questionnaires and the retrieval percentage was 84.42%. This data was analyzed by 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 technology literacy of public kindergarten teachers in Kaohsiung was middle level.
2. The level at which the most public kindergarten teachers integrate information into the instruction is Levels of Refinement and the least is Levels of Non-use.
3. In technology literacy, whether teacher with age, information literacy training, classes of IT equipment, whether the computer can access (or not) had significant effects. In contrast, different years of service, educational background, school size had no significant effects.
4. In the levels of use of teachers’ information technology integrate instruction, whether teacher with age,information literacy training,classes of equipment, the computer can access(or not) had partly significant effects, and different years of service, educational
background, school size had no significant effects.
5. There was a remarkable correlation between technology literacy and the levels of use of teachers’ information technology integrate instruction for the early childhood teachers in Kaohsiung area.
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