Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/42782
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dc.contributor國立臺灣師範大學科學教育研究所zh_tw
dc.contributor.authorHsu, Y. S.en_US
dc.contributor.authorWu, H.-K.en_US
dc.contributor.authorHwang, F. K.en_US
dc.date.accessioned2014-12-02T06:42:23Z-
dc.date.available2014-12-02T06:42:23Z-
dc.date.issued2005-07-02zh_TW
dc.identifierntnulib_tp_C0702_02_004zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42782-
dc.description.abstractThis study explores teachers' instructional evolution and teaching seniority that affect teaching practice of computing technology in classrooms. We conducted a national survey in Taiwan and collected about six hundred science and mathematics teachers who had integrated computing technology into their instruction in junior high schools in Taiwan. The results showed there were significant differences in teachers' beliefs, practices with technology and attitude toward technology-based instruction. Teachers' instructional evolution and teaching seniority had significant difference in technical and personnel resources available in school. The analysis of simple effect ANOVA showed that teachers in the entry stage whose seniority were 6-10 years reported that they had less technical and personnel resources available in school than teachers' seniority who were more than 21 years. Teachers with 6-10 years of teaching seniority who in the entry stage reported that they had less technical and personnel resources available in school than teachers in the appropriation and invention stages.en_US
dc.description.urihttp://editlib.org/d/20513zh_TW
dc.languageen_USzh_TW
dc.relationPaper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, Canada.en_US
dc.subject.otherMiddle School Education Schools Teachersen_US
dc.titleDo Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?en_US
Appears in Collections:教師著作

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