影響國中數學教師應用資訊科技融入教學因素之研究

Abstract

本研究旨在探討教師應用資訊科技融入教學的影響因素及行為，並以基北區國中數學教師為例，首先透過文獻探討，建立研究的整體架構，繼而發展「基北區國中數學教師應用資訊科技融入教學之影響因素之研究」調查問卷，進行資料的蒐集。 本研究以基隆市、台北市、台北縣公立國中數學教師為母群體，以分層隨機抽樣方式抽取21所學校為調查對象，回收後有效樣本共184份，有效回收率76.6%。經統計分析後歸納重要結論如下： 一、基北區國中數學教師應用資訊科技融入教學影響因素，依其重要性等級的順序排列為「教師的認同態度」、「教師的資訊素養」、「設備資源的配合」、「學校行政的激勵」、「學生的資訊素養」、「實施時間的安排」。 二、教師個人背景變項中的性別、兼任職務、資訊研習時數、使用電腦頻率在應用資訊科技融入教學各構面整體表現有顯著影響。而年齡、任教年資在應用資訊科技融入教學各構面整體表現則沒有顯著影響。 三、教師學校背景變項中的學校規模，在應用資訊科技融入教學各構面整體表現有顯著影響。學校所在地在應用資訊科技融入教學各構面整體表現則沒有顯著影響。 四、在探討影響因素對教師應用資訊科技融入教學行為的預測中，以「教師的資訊素養」的解釋力最高，其次是「實施時間的安排」。 最後針對研究發現與結論，提出建議事項，以供改進數學科資訊融入教學之參考。 關鍵字：國中數學教師，資訊科技融入教學，影響因素

This research aimed to the influencing factors of integrating information technology into mathematics teaching. The target population of this research is the mathematics teachers at the public junior high schools in the Keelung and Taipei area. A comprehensive review of related literature is conducted to serve as the foundation for the research design. Accordingly, a survey titled, “The Influencing factors of integrating information technology into mathematics teaching at the public junior high schools in the Keelung and Taipei area” is developed as the research instrument to collect the needed data. Participants for this study are selected from all mathematics teachers at the public junior high schools in Keelung City, Taipei City, and Taipei County. Stratified sampling is used as the process of selecting an accessible sample from 21 schools. The survey is administered, and 184 participants respond, which results in a 76.60% response rate. The survey results are organized, interpreted, and faithfully reported in the following. 1. With respect to the survey of the influencing factors that integrating Information technology into mathematics teaching at the public junior high schools in the Keelung and Taipei area, the items are ranked and reported according to the scores from high to low. They respectively are “Teacher’s recognition and attitudes”, “Teacher’s information literacy”, “The availability of equipment and resources”, “The promotion and supports from the school and the administrators”, “Students’ information literacy”, and “The arrangement and allocation of time.” 2. Clearly shown in this study, a teacher’s personal background, which includes variables such as a the teacher’s gender, duties carried, in-service hours of IT, and frequency of using a computer, plays a pivotal role in the overall effect of incorporating Information Technology into the teaching and learning of mathematics. On the other hand, age and years of teaching do not have significant correlation with the general outcome. 3. Evident in this study, among the variables considering the school a teacher is serving, the size of the school is found to actively shape the productivity of the Information-Technology-integrated instruction in many aspects of mathematics education. On the contrary, the location of the school is not a crucial determinant. 4. To sum up the analysis of the predictors as well as the factors which induce the decision-making of the teacher integrating information technology into mathematics teaching “Teacher’s information literacy” is classified as the most compelling, and what follows immediately is “The arrangement and allocation of time.” Finally, this research is concluded with a wide variety of suggestions for related administrators, institutions, schools, and teachers. Directions of researches are as well proposed.

Keywords: Mathematics teachers;Integrating information technology into teaching;Influencing factors.