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.
