| Summary: | 碩士 === 康寧大學 === 資訊傳播研究所 === 101 === Abstract
This study aimed to investigate the Tainan City's public preschool teachers integrating information technology into instruction and related factors. The researcher self-made questionnaires for the Tainan City's public preschool teachers conducting questionnaire surveys. A total of 652 questionnaires were distributed and 480 valid questionnaires were collected. After analyzing the research results, the researcher made the following conclusions:
1.The implementation of the Tainan City's public preschool teachers integrating information technology into instruction had above average scores, especially the " before teaching" got the highest score, using five-point Likert scale with an average of up to 4.62.
2.The preschool teachers with different number of preschool classes , whether adjunct administrative work, ages, educational background and teaching experiences had significant differences on the implementation of integrating information technology into instruction. The teachers who were less than three classes (including), part-time administrative work, under the age of 51, university graduate or above and teaching experience less sixteen years were better.
3.The computers equipments in the Tainan City's public preschool teachers' classroom had been very common, 98.1% had computers or notebooks, the interactive whiteboards (IWB) were not common, only 26.7% had interactive whiteboards (IWB), the single beam projectors or digital big televisions had been very common, 86.9% had single beam projectors or digital big televisions.
4.The preschool teachers with different information technology equipments had significant differences on the implementation of integrating information technology into instruction. Teachers teaching with information technology equipments were better than teachers teaching without information technology equipments.
5.The public preschool teachers had a high willingness to learn and using various methods to integrating information technology into instruction, but they didn't have enough time to do it.
6.The related factors of integrating information technology into instruction between the implementation in"before teaching" presents a low positive correlation, during "teaching", "after teaching" and the overall status of implementation showed a moderate positive correlation.
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