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https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31170
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| Title: | 國民小學資訊科技融入教學的關注階段與使用層級現況之研究 |
| Other Titles: | A study of the stages of concern and levels of use about integrating information technology into instruction in elementary schools |
| Authors: | 朱鎮宇;Chu, Cheng-yu |
| Contributors: | 淡江大學教育政策與領導研究所碩士班
張雅芳;Chang, Ya-fung |
| Keywords: | 資訊科技融入教學；關注階層；使用層級；關注本位採用模式;Information technology integration into instruction； Stages of concern；Levels of use；Concerns-Based Adoption Model（CBAM） |
| Date: | 2007 |
| Issue Date: | 2010-01-11 00:20:55 (UTC+8) |
| Abstract: | 本研究旨在探討國民小學教師對資訊科技融入教學的關注階段與使用層級的現況，並且比較不同背景變項在關注階段與使用層級上之差異情形，同時剖析關注階段與使用層級之間的關係，俾提供相關建議以為推動「資訊科技融入教學」相關政策之執行者參考。本研究採問卷調查法，研究對象為全體正式任教於台灣公立國民小學之班級導師，採用分層隨機抽樣方式進行調查，研究工具包含「資訊科技融入教學關注階層量表」與「資訊科技融入教學使用層級量表」，共得有效樣本1519份，問卷可用率為52.19%，根據所得之資料以描述性統計、t檢定、單因子變異數分析來進行統計分析。最後依據主要研究發現，作成結論與建議。
本研究之結論摘要如下：
一、國小教師對資訊科技融入教學的關注現況以察覺階段為最高。
二、國小教師對資訊科技融入教學的使用現況以整合－機械化層級為最高。
三、國小教師對資訊科技融入教學的關注階段因學校所在地、學校規模、性別、年齡、婚姻狀況、最高學歷、教學年資、資訊相關研習時數、每週平均使用電腦相關設備或網際網路的時數而有差異。
四、國小教師對資訊科技融入教學的使用層級因學校所在地、學校規模、性別、婚姻狀況、最高學歷、資訊相關研習時數、每週使用電腦相關設備或網際網路的時數而有差異。
五、資訊種子學校在資訊科技融入教學的關注階段與使用層級確實高於非資訊種子學校。
六、國小教師在資訊科技融入教學的關注階段越高，資訊科技融入教學的使用層級亦越高。
依據上述結論，本研究提出下列建議
一、對教育行政機關之建議：
（一）持續更新資訊科技融入教學之相關硬體設施。
（二）持續規劃並實施各項推廣資訊科技融入教學的專案。
（三）資訊科技融入教學的推廣，在中、小型學校將獲致較佳的成果。
（四）持續規劃資訊科技融入教學的相關研習與教學成果分享平台。
（五）建立更適切的資訊科技融入教學成效評鑑制度。
二、對學校單位與教師之建議：
（一）積極地推廣資訊科技融入教學的教學型態。
（二）善用量表以檢測特定時點的關注階段與使用層級。
（三）針對特定教師族群予以相關之專業訓練。
（四）辦理常態性相關研習，分享資訊科技融入教學的知識與成果。
（五）鼓勵教師持續進行教育相關方面的進修。
三、對未來相關研究之建議：
（一）就研究對象而言，建議深入探討目前在關注階段與使用層級仍處於較低層次的
特定族群，以了解其背後的原因，冀能對症下藥，而有助於資訊科技融入教學
的全面推廣。
（二）就研究設計而言，建議使用層級的調查使用訪談形式，以完整符合CBAM的理論
架構。
（三）就研究變項而言，建議將創新構念加入研究變項中，以提供政府教育相關單位
更完整的資訊，作為擬定推廣資訊科技融入教學相關計畫的參考。
（四）就研究工具而言，建議依國內實際狀況，增減相關題組並予以潤飾，同時建立
台灣本地的常模，予以參照，這樣將使得研究結果更能貼近當前的社會脈絡與
情境。
The purpose of this study was to investigate the “stages of concern” and the “levels of use” of information technology integration into instruction for the teachers of elementary schools. In addition, this study aimed to compare the differences of demographic variables on the “stages of concern” and “levels of use” as well as to analyze the relations between the “stages of concern” and the “levels of use.” Based on the results, this study intended to provide relevant suggestions about integrating information technology into instruction to the policy executives. In order to achieve the research purpose, this study adopted the questionnaire survey method. The research population was public elementary school teachers in Taiwan and the subjects were selected by stratified random sampling. Two types of questionnaires were used, namely “stages of concern questionnaire on information technology integration into instruction” and “levels of use questionnaire on information technology integration into instruction.” In all, there were 1519 valid subjects and the return rate was 52.19%. These data were then analyzed through descriptive statistics, t-test, and one-way ANOVA.
The summary of this study was listed as follows:
1. Elementary school teachers’ current concerns for information technology integration into
instruction were mainly at the stage of “awareness.”
2. Elementary school teachers’ current uses of information technology integration into instruction
were mainly at the level of “integration-mechanical.”
3. Regarding the stages of concern for information technology integration into instruction,
differences existed among elementary school teachers in terms of location of school, size of
school, gender, age, marital status, educational background, seniority, hours of technology
training, and hours of technology use each week.
4. Regarding the levels of use of information technology integration into instruction, differences
existed among elementary school teachers in terms of location of school, size of school, gender,
age, marital status, educational background, seniority, hours of technology training, and hours of
technology use each week.
5. The information seed elementary schools did outperform non information seed elementary
schools on both the “stages of concern” and the “levels of use” of information technology
integration into instruction.
6. For those elementary school teachers who had higher stages of concern for information
technology integration into instruction, their levels of use were higher too.
According to the summary, this study would like to provide the following suggestions.
1. Suggestions to the educational administrative agencies:
(1) To keep renewing the facilities and equipment for integrating information technology into instruction.
(2) To keep planning and implementing all kinds of projects on integrating information technology into instruction.
(3) To target on medium-sized and small-sized schools for obtaining better diffusion outcomes in terms of integrating information technology into instruction.
(4) To keep arranging the training programs and outcomes sharing platforms regarding information technology integration into instruction.
(5) To build a more suitable evaluation system for the effects of integrating information technology into instruction.
2. Suggestions to the elementary schools and teachers:
(1) To implement actively the instructional model of integrating information technology.
(2) To make the best use of the questionnaires to measure “stages of concern” and “levels of use” at a certain point of time.
(3) To provide specific training programs to certain groups of teachers.
(4) To arrange routinely professional development activities to share the experiences and outcomes about information technology integration into instruction.
(5) To encourage teachers to pursuit advanced studies in the area of education.
3. Suggestions for the future study:
(1) As to the research subjects, it was suggested to investigate those teachers at the lower stages of concern or at the lower levels of use for a wider diffusion of information technology into instruction.
(2) As to the research design, it was suggested to adopt the interview method to investigate the levels of use so as to fully correspond to the theoretical framework of CBAM.
(3) As to the research variables, it was suggested to add the concept of “innovation” to the variables so as to provide the administration more complete information for decision making in terms of initiating projects of information technology integration into instruction
(4) As to the research instruments, it was suggested to revise the items in the questionnaires so as to fit the actual situation in Taiwan, and to construct a localized scoring norm so that the research results could best meet our society’s environment. |
| Appears in Collections: | [教育政策與領導研究所] 學位論文
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