A Study of Elementary School Teachers’ Information Literacy and Cognition Toward the Spreading of Flipped Classroom in Tainan City

• Main Authors: Yu, Jung-Chun, 尤榮俊
• Other Authors: Shu-Min Tsai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/02732759667965607386

碩士 === 南榮科技大學 === 工程科技研究所碩士班 === 104 === This study aimed to explore the present situations about elementary school teachers' information literacy and cognition toward the spreading of flipped classroom as well as further analysis of the relevance. The subjects were elementary school teachers in Tainan City, issued a total of 612 questionnaires, 581 valid samples. This study used questionnaires, adopted "Basic Data”, “Elementary School Teachers' Information literacy Scale”, “Flipped Classroom Connotation Cognition Scale” and “Spread Flipped Classroom Cognition Scale” as research tools. Using SPSS 22 statistical software to do descriptive statistics, variance analysis, correlation analysis and regression analysis. And the results are as follows: 1. Elementary school teachers’ information technology integrates into teaching literacy is at high degree of recognition. 2. Male elementary school teachers in the information technology literacy, cognition of flipped classroom connotation, cognition toward the spreading of flipped classroom - policy and environment are significantly better than females. Younger or teachers with lesser years of teaching experiences in the information technology literacy, flipped classroom connotation cognition, cognition toward the spreading of flipped classroom - policy and environment are better than older or more senior teachers. Teachers with master’s degree in the information technology literacy, flipped classroom connotation cognition, cognition toward the spreading of flipped classroom - policy and environment are significantly better than teachers with lesser degrees. Homeroom teachers in the information technology literacy, flipped classroom connotation cognition are not as competent as teachers with other subjects. 3. Cognition of flipped classroom connotation, cognition towards the spreading of flipped classroom - consensus and goal, cognition towards the spreading of flipped classroom – policy and environment have significant moderate positive correlation. 4. Information technology literacy, information technology integrates into teaching literacy and cognition of flipped classroom connotation can explain cognition towards the spreading of flipped classroom - consensus and goal of 20% of the variance as well as cognition towards the spreading of flipped classroom - policy and environment of 40.4% of the variance. Finally, make suggestions based on documentation and findings to educational authorities, schools, teachers and future researchers. Key words: information literacy, information technology integrates into teaching, flipped classroom, the spreading of flipped classroom.