資訊科技融入教學之探討分析－以臺北市國中自然科教師為例
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2005
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Abstract
資訊科技融入教學之探討分析－－
以臺北市國中自然科教師為例
摘 要
本研究的主要目的在探討，臺北市國中自然科教師資訊科技融入教學
的現況，並進一步瞭解自然科教師的「資訊能力」、「行政資源」、「專業成
長」、「教師態度」、「預期效能」及「整合行為」間的關係。
首先，依據文獻探討上述變項各階層的理論架構、基本概念及學者專
家、相關論文研究，以作為本研究的理論基礎。
為了能達到研究目的，本研究以SPSS 10.0 統計軟體在153 份有效問卷
中，整理及統計分析，將研究結果歸納成以下結論，列述如下：
一、資訊科技融入教學的成效得到多數自然科教師的肯定。
二、自然科教師資訊能力雖高，但仍有提升空間。
三、資訊科技融入教學的研習雖多，但內容應以實例及現場觀摩為主。
四、「資訊科技」的行政資源豐富，但融入時的效能不彰。
五、自然科教師「資訊科技融入教學」的態度雖高，但教學的「整合
行為」未能多元化。
六、個人背景變項中的「任教科目」、「不同年資」、「是否曾經融入教
學」及「不同學校類型」和資訊科技融入教學的「教師態度」有
顯著性差異存在。
七、自然科教師資訊科技融入教學的「資訊能力」越高者，將資訊科
技融入教學的「教師態度」、「教學的預期效能」及「教學整合行
為」越佳。
八、自然科教師將資訊科技融入教學的「教師態度」越高者，其「教
學的預期效能」及「教學整合行為」越佳。
九、自然科教師將資訊科技融入教學的「整合行為」以融入教學時的
「預期效能」影響最大。
II
最後，依據結論提出本研究的建議，以供相關單位作為推動資訊科技
融入教學的參考。
關鍵字：資訊能力、專業成長、教師態度、教學的預期效能、教學整
合行為。
A Survey Study of Integrating Information Technology into Teaching— An Example of Natural Science Teachers in Taipei City’s Junior High Schools Abstract This survey study was designed to understand the current state of how Taipei City’s natural science teachers integrate information technology into their teaching. Using survey data collected from 158 science teachers in Taipei City, I employed several analytical techniques（e.g.,factor analysis,one-way ANOVA and correlation）to study the interactions among the factors stated below— their “technology skills,” “administrative resource,” “experience and need for professional development,” “attitudes,” “the anticipated effectiveness of teaching with technology, ”and “integrating behavior.” I used spss10.0 statistical software to analyze 153 effective questionnaires and reached the conclusions as follows: 1. Most of the science teachers agree that integrating information technology into teaching could have a positive impact on teaching and learning. 2. Despite the excellence of the teachers’technology skills, there is still much room for improvement. 3. The teachers suggest that the workshops for professional development should focus on practical examples and demonstrations. 4. Despite the abundance of administrative resources of information technology, the implementation in education is not as effective as might be expected. 5. Although the teachers are highly motivated, they have not yet developed multiple teaching methods to integrate technology into teaching. 6. “Teachers’ attitude” and personal background differ greatly. The personal background includes “teaching subjects,” “seniority,” “the experience of application,” and “difference in school types.” 7. The higher the “technology skills” are, the better “teaching attitude,” “anticipated effectiveness,” “integrating behavior”. 8. The better “teaching attitude” is, the better “anticipated effectiveness,” and “integrating behavior”. 9. The most influential predictor of “integrating behavior” is “anticipated effectiveness.” IV Finally, some suggestions are provided to enhance teachers’intergrating of technology into teaching. Key Words: technology skills, experience and need for professional development , teaching attitude, anticipated effectiveness of teaching, integrating behavior of teaching
A Survey Study of Integrating Information Technology into Teaching— An Example of Natural Science Teachers in Taipei City’s Junior High Schools Abstract This survey study was designed to understand the current state of how Taipei City’s natural science teachers integrate information technology into their teaching. Using survey data collected from 158 science teachers in Taipei City, I employed several analytical techniques（e.g.,factor analysis,one-way ANOVA and correlation）to study the interactions among the factors stated below— their “technology skills,” “administrative resource,” “experience and need for professional development,” “attitudes,” “the anticipated effectiveness of teaching with technology, ”and “integrating behavior.” I used spss10.0 statistical software to analyze 153 effective questionnaires and reached the conclusions as follows: 1. Most of the science teachers agree that integrating information technology into teaching could have a positive impact on teaching and learning. 2. Despite the excellence of the teachers’technology skills, there is still much room for improvement. 3. The teachers suggest that the workshops for professional development should focus on practical examples and demonstrations. 4. Despite the abundance of administrative resources of information technology, the implementation in education is not as effective as might be expected. 5. Although the teachers are highly motivated, they have not yet developed multiple teaching methods to integrate technology into teaching. 6. “Teachers’ attitude” and personal background differ greatly. The personal background includes “teaching subjects,” “seniority,” “the experience of application,” and “difference in school types.” 7. The higher the “technology skills” are, the better “teaching attitude,” “anticipated effectiveness,” “integrating behavior”. 8. The better “teaching attitude” is, the better “anticipated effectiveness,” and “integrating behavior”. 9. The most influential predictor of “integrating behavior” is “anticipated effectiveness.” IV Finally, some suggestions are provided to enhance teachers’intergrating of technology into teaching. Key Words: technology skills, experience and need for professional development , teaching attitude, anticipated effectiveness of teaching, integrating behavior of teaching
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Keywords
資訊能力, 行政資源, 專業成長, 教師態度, 預期效能, 整合行為, technology skills, administrative resource, experience and need for professional development, attitudes, anticipated effectiveness of teaching with technology, integrating behavior