The Relationship between the Assistive Technology Literacy and Teaching Effectiveness of Special Education Teachers in the Elementary Schools of Tainan City

• Main Authors: Rong-Huei Hung, 洪榕徽
• Other Authors: Tzong-Yeang Lee
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/33795527267173275937

碩士 === 康寧大學 === 資訊傳播研究所 === 103 === This study aims to the relationship between the assistive technology literacy and teaching effectiveness of special education teachers in the elementary school, focus on the difference assistive technology literacy and teaching effectiveness of special education teachers in the elementary school in the case of difference background. This study use the questionnaire method and the objects are elementary school of special education teachers in Tainan. We received the 98 questionnaires from the 120 teachers. We used many statistical methods for the questionnaire results such as descriptive statistics, t test and single factor multivariate analysis of variance and we get some conclusion as follows: The relationship between the assistive technology literacy and teaching effectiveness of special education teachers in the elementary school belong to the upper medium level. The teachers in the elementary school have difference between assistive technology literacy and difference background. There's no significant differences between gender. It's means that both men and women teachers have basic assistive technology literacy. There's no significant differences between age. The years of teaching experience have significant differences in assistive technology literacy. The percentage of the special education teachers whose teaching experience are 11-20 years have the thinking about that the government should actively promote the professional level of assistive technology, is higher than teaching experience are 6-10 years. The percentage of the special education teachers whom service about 13-36 classess "Students should make good use of computer-assisted techniques to help them learn more. " is higher than service about lower 12 classess. There's no significant differences between teaching classes. There's different about elementary school teachers' teaching effectiveness between different backgrounds and environment. In this study, there's no significant differences between gender, age, teaching classes, the number of school classes and the highest level of education. The management efficiency of the special education teachers whose teaching experience are more tham 11 years is higher than the experience lower 5 years. Teachers' assistive technology literacy and teaching effectiveness have significant positive correlation. It's can be predicted between the assistive technology literacy of special education teachers in elementary school versus teaching effectiveness predict. 　　Based on these results, this study presents recommendations for future research and educational administration unit, as a reference of education and research.