| Summary: | 碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 100 === Social Network is becoming major communication media because of the convenient internet access and progressive IT evolution. While there is requirement on education reform and teacher’s professional development, individual teacher needs to develop teaching expertise in a more advanced way. The main Purpose of this research is to discuss the situation, difference and the relationships between teachers’ using Facebook to participate online learning communities and their professional development of elementary school in Taipei. This research also analyzes the different background variables of teachers’ using Facebook to participate online learning communities and their professional development of elementary school teachers’ difference in Taipei.
The means of the study based on questionnaire Survey. The sample of this survey was consisted of public elementary school in Taipei. During the survey, the total questionnaires was 620 from 46 public elementary schools, 548 were retrieved, and 536 were valid. The data obtained from the research were analyzed by SPSS v. 18.0 for windows software package with the following statistical methods: descriptive statistics, Chi square test, independent sample means t test and one way ANOVA for analysis .The following conclusions were as followings:
1.To Taipei elementary school teachers who using Facebook for social network purpose, Facebook is a helpful communication channel to get connected with colleagues, friends and family; The Group function of Facebook is supportive to build up online learning communities.
2.To Taipei elementary school teachers who using Facebook Group and Friends List function to build up online learning communities, Facebook is a good tool in bridging relationship and sharing teaching skills among teachers.
3.To Taipei elementary school teachers who using Facebook to participate online learning communities, their professional expertise are superior to those not applying Facebook, especially in view on education conviction and teaching dedication.
4.There were significant differences of teachers’ using Facebook to participate online learning communities in different age.
5.There were significant differences of teachers’ using Facebook to participate online learning communities and their professional development in education degree, years of service.
6.There were significant differences of teachers’ using Facebook to participate online learning communities and their professional development in school size.
|
|---|
