新北市國中特教教師實施資訊科技融入教學之現況
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2013
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Abstract
本研究旨在了解新北市國中特教教師實施資訊科技融入教學之現況及相關因素，並探究不同背景變項特教教師在實施現況及相關因素上之差異。為得研究結果，本研究參考國內外文獻早先研究的相關變項，再根據本研究之動機與目的，決定本研究的進行方向；最後採自編之「新北市國中特教教師實施資訊科技融入教學之現況與相關因素調查問卷」為研究工具，以新北市國中編制之集中式特教班教師及不分類資源班教師人數共447人為研究對象，使用普查的方式進行問卷調查，研究結果使用統計軟體SPSS 20.0進行平均數、標準差等分析，並進行排序。本研究結論如下：
一、 新北市國中特教教師實施資訊科技融入教學之實施程度為中高實施程度。
二、 新北市國中特教教師實施資訊科技融入教學之相關因素為中高符合程度。
三、 不同背景變項之新北市國中特教教師之實施現況沒有差異。
四、 不同背景變項之新北市國中特教教師之相關因素沒有差異。
五、 新北市國中特教教師之實施現況與相關因素呈現中度正相關。
最後依據上述研究結果，提出建議以供教育行政機關、新北市國中特教教師及未來研究參考。
Abstract The purpose of the research is to understand current application status of information technology integration into instruction ofNew Taipei City junior high school special education teachers. Also the differences in current application among teachers of different background were explored. To achieve the goal, literature review was done to build the theoretical basis of this study. Researcher-development “Questionnaire on Information Technology integration into Instruction for New Taipei City Junior High School Special Education Teachers” was administered. Survey was done on 447 teachers in census way. These questionnaires were statistically analyzed with SPSS for Windows 20.0. The analysis of Arithematic Mean and Standard Deviation were used. The results of this research are as follows: 1. The application of information technology integration into instruction by New Taipei City junior high school special education teachers is middle-high level. 2. The related factors of information technology integration into instruction by New Taipei City junior high school special education teachers are middle-high level. 3. There are no differences among teachers of different background in application of information technology integration into instruction. 4. There are no differences among teachers of different background in related factors of information technology integration into instruction. 5. The relation of the application of information technology integration into instruction and related factors is positive correlation of middle level. Conclusions are made according to the results above as references for educational administration organizations, New Taipei City junior high school special education teachers and future research.
Abstract The purpose of the research is to understand current application status of information technology integration into instruction ofNew Taipei City junior high school special education teachers. Also the differences in current application among teachers of different background were explored. To achieve the goal, literature review was done to build the theoretical basis of this study. Researcher-development “Questionnaire on Information Technology integration into Instruction for New Taipei City Junior High School Special Education Teachers” was administered. Survey was done on 447 teachers in census way. These questionnaires were statistically analyzed with SPSS for Windows 20.0. The analysis of Arithematic Mean and Standard Deviation were used. The results of this research are as follows: 1. The application of information technology integration into instruction by New Taipei City junior high school special education teachers is middle-high level. 2. The related factors of information technology integration into instruction by New Taipei City junior high school special education teachers are middle-high level. 3. There are no differences among teachers of different background in application of information technology integration into instruction. 4. There are no differences among teachers of different background in related factors of information technology integration into instruction. 5. The relation of the application of information technology integration into instruction and related factors is positive correlation of middle level. Conclusions are made according to the results above as references for educational administration organizations, New Taipei City junior high school special education teachers and future research.
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國中特教教師, 資訊科技融入教學, junior high school special education teachers, information technology integration into instruction