| Summary: | 碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 93 === The main purposes of this research are to look into the factors that influence Taoyuan County elementary school teachers in their motivation to learn information technology, the teachers’ information technology capability, and their willingness to utilize information technology in teaching. In order to achieve the above-mentioned purposes, this research integrates statements and theories of related documents and research papers with a questionnaire for data collection which aims at Taoyuan County elementary school teachers by means of layered random sampling. With regard to the questionnaire, this research employs “Research and Assessment of Elementary School Teachers’ Information Technology Learning” designed by the author which has been analyzed with statistical methods including times allocation, percentage, the independent sample T examination, the single factor variation analysis and Pearson-related analysis. Results and conclusions of this research are as follows:
1.In motives for information technology learning, teachers’ interest in knowledge pursuing is the strongest, while the external expectation is the weakest.
2.Data of the questionnaire shows that most of the subjects have two or more kinds of motives for information technology learning.
3.Elementary school teachers have better capability for the concept of utilizing information technology and for communicating and expressing by means of information technology. Their capability for information-assisted teaching is relatively weak.
4.In employing information technology, elementary school teachers who also act as administrators have the strongest motivation, teachers who have integrated teaching with information technology have the less strong motivation, and teachers also in charge of network administration have the weakest motivation.
5.As for gender, the statistics of this research show an obvious difference of 0.01, manifesting that male subjects have much stronger motivation for network administration than female subjects do.
6.Factors that influence teachers’ willingness to employ information technology and learn information technology such as avoidance/simulation, interest in knowledge pursuing, external stimulation and professional promotion have all reached a remarkable level, and appeared remarkably positive relevant.
7.Information technology learning serves as one positive influence on elementary school teachers’ willingness to employ information technology. Motivation to learn information technology are teachers’ interest in knowledge pursuing and external stimulation, while external expectations act as the negative influences. Information capability is another positive influence on elementary school teachers’ willingness to employ information technology. Such capability is divided into two parts. One is data processing and analyzing as well as information searching and employing; the other is integrated-teaching application.
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