資訊科技融入教學活動，被證實足以提升教學與學習成效，因此各國政府積極透過教育政策來推動各級學校之資訊教育。 在資訊科技融入教學中，近幾年教育部積極推動電子白板融入教學，然而在各校導入電子白板於教學過程中，教師常面臨教學認知的衝突，本研究以羅賓斯(Stephen P. Robbins)階段衝突理論模式為理論基礎，探討國小使用互動式電子白板融入教學之現況影響因素。 本研究採用問卷調查的方式，以國民小學教師為調查對象，瞭解學校教師使用互動式電子白板融入教學中，學校及教師在溝通因素、學校支持和接受創新程度不同變項中，所遭遇的認知衝突和個人情感的問題。 統計分析結果發現，在溝通因素上，教師使用電子白板教學有明顯的認知衝突和情感投入；在學校支持方面，學校的支持和認知衝突有明顯的負相關；在接受創新程度方面，若個性較不具創新特質者，在使用電子白板教學時，會有情緒上情感投入的衝突現象；也得知教師有了認知衝突後，明顯會影響其情感投入。 Information technology integration into teaching has been proven to greatly enhance teaching and learning effectiveness. Therefore, countries around the world have adopted educational policies to actively promote IT education at schools. In recent years, the Ministry of Education has pushed aggressively for the integration of interactive whiteboards into IT courses in school education. However, during the importing process of interactive whiteboards, teachers often face teaching cognitive conflicts. This study, based on Robbins (Stephen P Robbins,) phase of conflict theory, is aimed to find out the factors that affect the use of interactive whiteboards in elementary school education. This study used questionnaires to survey elementary school teachers to explore conflicts and personal emotional problems that arise in communication between school administrations and teachers, school support and variables in accepting innovation when teachers integrated interactive whiteboards into courses. Statistical analysis results showed that in communication factors, there were significant cognitive conflicts and emotional investment when teachers used interactive whiteboards in teaching. In school support, there was a significant negative correlation in school support and cognitive conflicts. In accepting innovation, conflicts occurred in feelings and emotional investment for those who were less innovative when using interactive whiteboards in teaching. The study also indicated once teachers had cognitive conflicts, their investment on emotion would be substantially affected.
