| 摘要: | 未來是資訊科技快速發展的時代，學生從小學習資訊科技的能力將有助於本身適應未來Ｅ化的社會，更能提國家的競爭力。而資訊科技融入教學將是因應這樣的時代潮流的重要方法。因此，本研究旨在探討資訊科技融入教學的影響因素，以嘉義市國小教師為對象，並以問卷調查之方式進行量化研究，希望經由問卷資料的蒐集來瞭解嘉義市國小教師資訊科技融入教學的影響因素。本研究問卷共發出560份，回發447份，有效問卷440份，採用t檢定、單因子變異數分析及皮爾遜積差相關等統計分法進資料處理與分析。經資料分析獲得以下結論：一、教師背景因素包含性別、婚姻狀況、學歷、職務、年資、每週授課時數、電腦研習(訓練)時數、資訊科技融入教學研習(訓練)時數、每週使用電腦平均時數、每週上網際網路的平均時數等十個變項因素，對於資訊科技融入教學的影響有顯著差異。二、教師資訊能力因素對於資訊科技融入教學的實施有顯著相關。三、教師資訊認知意願因素對於資訊科技融入教學的實施有顯著相關。四、學校環境設備因素對於資訊科技融入教學的實施有顯著相關。五、學校人力資源因素對於資訊科技融入教學的實施有顯著相關。六、學生因素對於資訊科技融入教學的實施有顯著相關。
As we know, the era of highly developed information technology is coming. If students can learn the ability of information technology since they are young, it will help them to adapt to the electronic society and upgrade our national competitiveness. Therefore, integrating information technology into instruction will be an important way to keep up with the main stream in our society. This study was aimed to investigate the influencing factors of integrating information technology into instruction. Questionnaires were used to collect data from primary school teachers in Chiayi city. By analyzing questionnaires, we hope to discover the influencing factors in Chiayi city. The survey was given to 560 primary school teachers. We received 447 returned questionnaires, but 7 of those had incomplete data. This resulted in a total of 440 valid samples. These valid samples were analyzed by various statistical methods, such as t-test, one-way analysis of variances (ANOVA) and Pearson’s product-moment correlations. According to the above analyses, the following conclusions are obtained:1. The factors of teachers who contained background variances, such as gender, marriage situation, educational degree, teaching position, years of teaching experience, hours of teaching per week, training hours of computer, training hours of integrating information technology into instruction, hours of using computers per week, hours of surfing the web per week, had significant differences in the using situations of integrating information technology into instruction.2. The factors of teachers’ abilities of information technology had significant correlations with integrating information technology into instruction.3. The factors of teachers’ information technology cognition willingness had significant correlations with integrating information technology into instruction.4. The factors of schools’ environment equipment had significant correlations with integrating information technology into instruction.5. The factors of schools’ human resources had significant correlations with integrating information technology into instruction.6. The factors of students had significant correlations with integrating information technology into instruction. |
