Using the Theory of Innovation Resistance to Explore Junior High School Teachers' barriers of Integrating Information Technology into Instruction.

• Main Authors: CHEN,TING-TING, 陳渟渟
• Other Authors: Shiaw-Wen Tien
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/11306741128811766983

碩士 === 中華大學 === 科技管理學系碩士在職專班 === 101 === In the global orientation informationization , the belief that technology can positively impact student learning has led many governments to create programs for the integration of technology in their schools. In view of this, the Ministry of Education efforts to promote Information Education. Although our teachers are willing to implement integrating information technology into instruction, but in fact they do not often do so in the class,they are affected by certain barriers. Innovation Resistance Theory is employed in this study. And Five dimensions and fourteen criteria that impeded junior high school teachers integrating information technology into instruction were identified by literature review and Focus Froup in this study. 21 Expert Questionnaires were applied to collect correlative data between the various criteria. Then, the Decision Making Trial and Evaluation Laboratory (DEMATEL) was used to analyze the data. The purpose of this study was to investigate the critical factors that impeding junior high school teachers integrating information technology into instruction. The conclusions of this study are as follows: The dimension of "Risk Barriers" influences the other dimensions most. The dimension of "Tradition Barriers" is the highesr in relation. In the dimension of "Usage Barriers", the factor of "Equipment Resources" influences the other factors most. The factor of "Information Literacy" is the highest in relation. In the dimension of "Value Barriers" , the factor of "Learning Effect" influences the other factors most. The factor of " Teaching effect " is the highest in relation.In the dimension of " Risk Barriers" , the factor of " Economic " influences the other factors most. The factor of " Administrative Support " is the highest in relation. In the dimension of " Tradition Barriers " , the factor of " Concept " influences the other factors most. The factor of " Teachers' Attitudes " is the highest in relation. In the dimension of " Image Barriers " , the factor of " Subject Culture " influences the other factors most. The factor of " Necessity " is the highest in relation. In the fourteen evaluation criteria, the factor of "Equipment Resources" influences the other factors most, followed by " Economic " and " Administrative Support ". The factor of " Teachers' Attitudes " is the highest in relation. The factor of "Equipment Resources" is still the most perceivable barrier that the teachers integrate information technology into teaching. Suggests to department of education for consideration still need to give priority to to improve the resources and equipment , and provide funds to support it. School administrative system to give teachers more support can change the attitude of teachers and encourage them to implement the technology into instruction.