| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 103 === Faced with the fast-changing information era, special education teachers in the elementary schools and junior high schools have to possess the basic ability to integrate information technology and media into their instructions. Teachers need to upgrade their skills in the application of information technology so as to apply it in the education process, to guide students to learn and to improve their teaching methods, process and teaching effectiveness. This study attempted to identify the current status of integrating information technology into special education by the special education teachers in Tainan’s elementary schools and junior high schools. Research hypotheses were made in accordance with UTAUT theoretical framework. Questionnaire survey was adopted as the research method. The questionnaire “The survey of factors influencing the integration of information technology into instructions by special education teachers in Tainan’s elementary schools and junior high schools” prepared by the researcher was used as the research tool. Special education teachers in Tainan’s elementary schools and junior high schools were invited to participate in this research. According to the research results, performance expectancy, effort expectancy, and social influence imposed positive influence on the special education teachers’ willingness to integrate information technology into their instructions. Performance expectancy was noted as the most crucial factor. As to the intervening variables, gender did not possess regulatory function significantly whereas age and experience imposed insignificant influence on the performance expectancy, effort expectancy, social influence, and facilitating conditions with respect to the special education teachers’ willingness to integrate information into their instructions. Voluntary use was the only factor that regulates performance expectancy, effort expectancy, social influence, and facilitating conditions significantly.
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