| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 94 === Abstract
The goal of this study was to investigate the influence of information technology incorporating teaching on the innovative instruction ability of junior high school teachers. In order to achieve the research goal, first, a research framework was established in accordance with the application of related literature review. The data collecting was then being conducted.
The main study group was the teachers of either public or private junior high schools in Taipei City and Taipei County. 39 schools were selected by the method of stratified random sampling and 545 reliable copies were collected. The valid rate reaches up to 82.0%.
After statistics analysis, the major results were concluded as follows:
1.The situation of junior high school teachers incorporate informational technology into teaching was at the level of “adopting”. The frequency of incorporating informational technology into teaching was at the range between “seldom apply” to “apply occasionally”.
2.In terms of the variation items, gender of teachers, property of schools, ages, service years, occupations, teaching fields, and the average hours of using computers weekly were significantly different. The scale of the campus has no significant influence on the result.
3.Variation items including teachers’ informational knowledge, attitude toward information technology, campus environment, incorporating information technology into teaching and the ability of innovative teaching all demonstrate positive correlation.
4.The total prediction rate to junior high school teacher’s incorporating information technology into teaching was up to 42.8% and was influenced by six variants include teachers’ informational knowledge, average hours of using computer per week, attitude toward information technology, ages, teaching filed and property of school. Among the six variants, “teachers’ informational knowledge” has the highest prediction rate.
5.The total prediction rate to junior high school’s ability to innovative teaching was up to 37.9% and was influenced by four variants include attitude toward information technology, service years, campus environment and teachers’ informational knowledge. Among the four variants, “attitude toward information technology” has the highest prediction rate.
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