The implementation of the integrating information technology into teaching at seed elementary schools in Tao-yuan county

• Main Authors: Yang, Hsiu-Chuan, 楊秀全
• Other Authors: Wang, Chen-Hua
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/19095800405234859058

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 92 === The purpose of this research is to investigate the implementation of the “Seed Schools of Integrating Information Technology into Teaching” at elementary schools in Tao-yuan County. The research employed qualitative and quantitative methods. 9 factors were analyzed. With these 9 factors, the researcher designed a questionnaire and sent it to 133 teachers in 11 "Seed Schools" . On the other hand, the researcher interviewed three chiefs of technology teams and two persons from the Internet center in Tao-yuan County. The result was integrated into another questionnaire. The researcher gave 4 principals and 8 teachers and get results and suggestion from the results. According to the quantitative data, the averages of each factor are as follows: 1. the understanding upon the plan: 2.962 2. the acquirement of resources: 3.239 3. the executing staff: 3.216 4. the executing procedure: 2.898 5. the function of the organization: 3.156 6. the leader: 3.194 7. the design of teaching: 3.203 8. the training and experiment sharing: 3.094 9. evaluation: 3.070 The grand average is 3.1. There are 4 factors lower than the average, which means the teachers'''' opinions upon the plan are coincidental with the goals of the plan. " The executing procedure" factor got the lowest point, indicating the procedure was not good enough. "The acquirement of resources" got the highest score, indicating the equipments were relatively sufficient. According to the qualitative data, 9 cnclusions were drawed: 1. Seed Schools didn''''t have enough referential documentation for executing of the plan. The governmental and schools’ authorities had different point of views upon the plan. 2. The teachers were not familiar with the equipments. 3. The teachers had a positive attitude toward the plan. Moreover, they had qualified abilities to carry out the plan. 4. The governmental and schools’ authorities didn''''t have comprehensive considerations. For example, rewards, arrangement of teaching hours, and human resource management are the most unsolved issues for the teachers. 5. The professional team at schools can provide teachers with necessay helps. 6. The teachers exhibited a positive attitude toward the leaderships. 7. Most of the teachers had correct concepts about the tearm “Integrating Information Technology into Teaching”. 8. The teachers felt that concepts and theories are most important for in-service training. 9. The governmental and schools’ authorities didn''''t have a complete set of evaluation to evaluate what the plan has achieved.