本研究旨在瞭解雲林縣國民小學教師運用電子白板融入教學與創新教學關係及其差異情形，探討不同教師的個人背景變項及運用電子白板情形對其創新教學知覺的差異情形並加以探究。 本研究採量化研究的問卷調查法，以雲林縣國民小學教師為調查的對象，為達研究目的，首先針對電子白板融入教學、教師創新教學等相關文獻進行探討，據以提出研究架構，並編製「國小教師運用電子白板融入教學與創新教學之調查問卷」，總共發出609份問卷，回收有效問卷504份，蒐集的資料以t檢定、單因子變異數分析、皮爾遜積差相關等統計方法進行分析，本研究獲得結論如下：一、雲林縣國小教師創新教學知覺度屬於中上程度。二、教師個人背景為科任教師、每週上課8節以下、資訊融入節數較多、每班皆有電子白板的教師，其教師創新教學知覺度較高。三、教師運電子白板為使用兩年以上、每週使用2節以上、融入於語文與自然、主動使用、未來使用時間會增加的教師，其教師創新教學知覺度較高。 最後，依據上述研究結論，提出具體建議，以供教育行政機關、學校、國小教師及未來研究者之參考。 The purpose of this study is to understand how the integration of interactive whiteboards by Yunlin County elementary school teachers affects the innovative instruction, as well as the differences among teachers. This study further explores the impacts of personal background variables and the use of interactive whiteboards on the perception of innovative instruction. This study uses a quantitative research questionnaire methodology. The participants of this study are Yunlin County elementary school teachers. Previous research discussing the integration of teaching with interactive whiteboards and innovative instruction-related studies was examined to form the framework for the formulated “Questionnaire of Interactive Whiteboard Integration and Innovative Instruction for Elementary School Teachers.” A total of 609 questionnaires were issued, and 504 valid questionnaires were returned. The t-test, one-way analysis of variance, and Pearson product-moment correlation statistical methods were used to analyze the collected data. The results of study are as follows:1. The perception of innovative instruction for Yunlin County elementary school teachers is rated as upper-intermediate.2. The teachers’ personal backgrounds indicated that most teachers are single-subject teachers who have less than eight classes per week, have a majority of classes that integrate information technology, and teach in classrooms that have interactive whiteboards. These teachers have a higher level of perception for innovative instruction.3. Teachers who have actively integrated the interactive whiteboard into language and science classes for more than two years (more than two classes per week), and have gradually increased the use of interactive whiteboards tend to have a higher level of perception for innovative instruction. In the end, this search provider concrete advices for the reference of the educational authorities, teachers and follow-up researchers.
