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    题名: 國中資源班教師運用資訊科技融入教學現況及影響因素之研究
    其它题名: A study of teachers' use of information technology in junior high school resource room programs
    作者: 陳佑昇;Chen, Yu-Shen
    贡献者: 淡江大學教育科技學系碩士在職專班
    賴婷鈴;Lai, Ting-Ling
    关键词: 資源班;資訊科技;資訊融入教學;Resource Room;Information Communications Technology;technology integration
    日期: 2014
    上传时间: 2015-05-04 09:20:00 (UTC+8)
    摘要:   在融合教育的理念下,如何讓身心障礙學生享有均等的教育機會一直是資源班教師努力的重點。相關研究顯示資訊科技能促進身心障礙者學習權平等,因此,資源班教師能否妥善的選用資訊科技工具融入教學,即為身心障礙者是否能得到學習平權的重要因素。資訊科技融入教學的方式及程度,與教師信念有很大的關係。故本研究將以資訊科技融入教學的各類方式、影響因素及教師信念為主要面向,以台灣北、中、南區之國中資源班教師為研究對象進行問卷調查。共發出問卷288份,回收264份,經描述性統計分析、單因子變異數分析、皮爾遜積差相關,得到以下結果:
    一、國中資源班教師資訊科技融入教學的實施現況中,僅「考試調整服務」向度達平均數以上水準,「輔具應用」、「輔助學習與評量」、「科技工具學習」與「合作學習與解決問題」四個向度需要再加強。
    二、國中資源班教師對資訊科技融入教學之影響因素有平均數以上之認同程度。
    三、國中資源班教師資訊科技融入教學之現況在背景變項之差異分析上,「性別」在「科技工具學習」、「合作學習與解決問題」、「輔助學習與評量」及「輔具應用」四個向度有顯著差異存在。
    四、國中資源班教師資訊科技融入教學之影響因素在背景變項之差異分析上,「性別」在「教師資訊能力」向度達顯著差異。
    五、國中資源班教師資訊科技融入教學之現況及影響因素整體之間為中度正相關。
      依據研究結論,對教育行政機關、特教師資培育機構、資源班教師提出若干建議,俾供相關人士與未來研究參考。
    Following the principles of inclusive education movement, teachers in resource room have
    been striving for students with special needs to have equal opportunities for education. Previous
    researches showed that information and communication technology (ICT) provides supports for
    students with special needs to learn equally. Technology integration became an important factor that
    influenced students with special needs to learn and study equally at school. The purpose of the study
    was to investigate the current state of junior high school resource room teachers’ technology
    integration and the affecting factors. The participants were teachers in the junior high school Special
    Education Resource Room in Taiwan. 288 questionnaires were distributed and 264 were returned.
    The data were analyzed through descriptive statistics, one-way ANOVA, Pearson product-moment
    correlation.
    The results are as follows,
    1. The teachers in junior high school resource room had high-intermediated level on test
    accommodation, but the rest of four aspects (application of assistive technology, assistive
    learning and assessment, learning to use technology and student-centered instructional
    strategies) needed improvement.
    2. Most of the resource room teachers in junior high school in Taiwan had above-average
    agreement upon that ICT facilities and resources, teachers’ workload, computer literacy and
    teacher’s belief affecting their technology integration practice.
    3. The results of the ANOVA analysis showed that gender had significant effect on the aspects of
    learning to use technology, student-centered instructional strategies, assistive learning and
    assessment and application of assistive aids.
    4. There was a positive correlation between the current state and factors affecting technology
    integration in junior high school resource rooms.
    Based on the results, suggestions were also provided for educational administration, resource
    room teachers training institutions.
    显示于类别:[教育科技學系暨研究所] 學位論文

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