| Summary: | 碩士 === 國立屏東師範學院 === 教育科技研究所 === 94 === The purpose of this study was to investigate stages of concern in integrating free software into instruction, communication media and innovativeness of elementary school information-seeded teachers in Taiwan. Then comparing the differences and analyzing the correlation between stages of concern in integrating free software into instruction, communication media and innovativeness with personal background of elementary school information-seeded teachers. Finally, to exam the prediction degree of innovativeness, stages of concern in integrating free software into instruction and communication media.
In order to achieve the purpose, the questionnaire survey method was involved in this study. The subjects were elementary school information-seeded teachers in Taiwan. The researcher used ”The Innovativeness Scale”, ”The questionnaire of Stages of Concerns” and ”The Communication Media Scale” as instruments. There are 425 effective questionnaires and the retrieval percentage is 93.8%. These data were analyzed by the SPSS-for-windows software with statistical methods, Descriptive Statistics, ANOVA, MANOVA, Pearson’s product-moment correlation, canonical correlation,and multiple regression analysis . The findings of research are as follows：
（1）The degree of the elementary school information-seeded teachers’（93th academic year）stages of concern in integrating free software into instruction in Taiwan is average, while the degree in the stage of self-concern is much higher, the next is the stage of impact-concern, but relatively lower in the stage of the task-concern.
（2）The degree of the elementary school information-seeded teachers’（93th academic year）innovativeness in Taiwan is average.
（3）The degree of the elementary school information-seeded teachers’（93th academic year）communication media in Taiwan is average, while the degree in the aspect of traditional communication media is much higher, but relatively lower in the aspect of the network communication media.
（4）Academic major, school size, age, teaching experience, educational background, and computer-using time have no significant effects in the elementary school information-seeded teachers’ stages of concern in integrating free software into instruction but gender, service areas, and relevant free software workshop time do.
（5）Service areas, educational background, and relevant free software workshop time have no significant effects in the elementary school information-seeded teachers’ innovativeness but gender, academic major, school size, age, teaching experience, and computer-using time do.
（6）Educational background, school size, academic major, and relevant free software workshop time have no significant effects in the elementary school information-seeded teachers’ communication media but gender, service areas, age, teaching experience, and computer-using time do.
（7）There is a remarkable correlation among stages of concern in integrating free software into instruction, communication media and innovativeness for the elementary school information-seeded teachers.
（8）There is a significant canonical correlation among innovativeness, communication media and stages of concern in integrating free software into instruction for the elementary school information-seeded teachers.
（9）The elementary school information-seeded teachers’ stages of concern in integrating free software into instruction and communication media may forecast innovativeness clearly while the degree of prediction is not much. The stage of impact-concern can forecast highest innovativeness, and the next is the stage of task-concern.
Some recommendations based on the study results are suggested for the teacher training college, educational agencies, elementary schools, elementary school information-seeded teachers and further studies.
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