| Summary: | 碩士 === 國立臺南大學 === 資訊教育研究所碩士班 === 92 === This research aims to investigate the situation and related administrative supports of promoting information technology integrated pedagogy at Tainan elementary schools. Self-designed research questionnaires were used to sample elementary schools in Tainan, and 458 effective samples were received. These data were then analyzed by statistical methods, such as mean, standard deviation, t test, analysis of single variance, and factor analysis.
The findings of this study are as follows:
1. Roughly speaking, the administrative support for promoting information technology integrated pedagogy is fine, but the fund and rewards are inadequate.
2. The difficulties are mainly from environment administrative supports. The results of statistical analysis show that the top-7 difficulties are: a. great work load and insufficient time; b. computers are not enough; c. inadequate personal knowledge on information technology; d. the lack of professional supports on information technology; e. the lack of appropriate teaching resources; f. incomplete managing mechanism; g. difficulty of finding funds.
3. The extent of administrative support is medium. Among the four aspects of school administrative supports, some items are not properly supported. They are: a. the principal participates in information technology committee (personnel administrative support); b. set up concrete evaluation criterion for information technology integrated pedagogy (system administrative support); c. the principal or director seeks for supports from social resources (financial administrative support); d. search, subscribe and borrow equipments and related teaching resources on internet (environment administrative support).
4. Teachers expect a lot from the administrative support. Among the four aspects of school administrative supports, some items are chosen to be very important by teachers at elementary schools. These items are: a. administrators buy necessary information technology equipments according to practical needs (personnel administrative support); b. hold conferences about information technology integrated pedagogy (system
administrative support); c. properly distribute and make good use of the budget (financial administrative support); d. provide enough computers (environment administrative support).
5. There is a significant difference between the expected supports and given supports, which shows that the actually given administrative supports are not consistent with the expected supports.
6. Teachers of different backgrounds also show diverse degrees of demand of administrative supports. These differences are: a. teachers who have to give different hours of classes show different degrees of demand of administrative supports; b. schools that have more than 37 classes will get better supports than those with 16-36 classes; c. female teachers have a higher expectation of administrative supports than male ones.
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