| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 93 === The Effect of Elementary School Teachers’ Innovativeness on the Implementation of Information Technology Integrated Instruction
Abstract
The purposes of the study include:
1. To investigate the relationship between elementary school teachers’ demographic variables and the extent of their innovativeness.
2. To investigate the relationship between elementary school teachers’ demographic variables and the extent of their implementation of information technology integrated instruction.
3. To explore the relationship between innovativeness and the implementing information technology integrated instruction of elementary school teachers.
4. To analyze the effect of elementary school teachers’ demographic variable and innovativeness on information technology integrated instruction.
This study uses investigation via questionnaires, and the questionnaires were distributed to 1140 teachers of 168 elementary schools in 16 counties in northern, central and southern Taiwan. The number of valid returns is 911. The research instrument was self-developed questionnaire called “The survey of teaching attitude and status quo of the implementation of information technology integrated instruction of teachers in elementary schools.” The data were analyzed with descriptive statistics, t-test, one-way ANOVA and stepwise multiple regression.
The main results of the study are as follows:
1. Overall, the extent of innovativeness of the elementary school teachers needs to be enhanced.
2. The overall innovativeness of the elementary school teachers significantly differs because of gender, marital status, educational status, the number of hours of attending the related workshop in information technology, the number of hours of adopting information technology integrated instruction per week, and the experience of learning computers.
3. Overall, elementary school teachers usually implement information technology integrated instruction. But, the extent that they use internet to communicate with parents to exchange opinions and students’ learning status needs to be enhanced.
4. Overall, the implementation of elementary school teachers’ information technology integrated instruction differs because of gender, marital status, working position, the number of years of teaching, the number of hours of attending the related workshop in information technology, the average hours of adopting information technology integrated instruction per week, and the experience of learning computers.
5. There is a significant relationship between overall innovativeness and the implementation of information technology integrated instruction of elementary school teachers.
6. Teachers’ innovativeness has positive impact on the implementation of information technology integrated instruction.
Finally, based on the conclusions of the study, the researcher proposes several suggestions to school teachers and educational administrative organizations to improve the innovativeness and the implementation of information technology integrated instruction.
Keywords: innovativeness, information technology integrated instruction
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