A Study of Teachers’ Perspective and Current Practices on Infusing Information Technology Into Special Education

• Main Authors: Fan Hui Yu, 范惠宇
• Other Authors: 王華沛
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/05656686391538423989

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 94 === A Study of Teachers’ Perspective and Current Practices on Infusing Information Technology Into Special Education The purpose of this study was to investigate perspective and current practice of teachers on the technology integration in junior-high-school resource room for disabilities. The research instrument was self-reported questionnaire with items in multiple-choice and Likert-scale format. A total of 332 teachers completed the questionnaire (with 73.8% rate of return). The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression. The main findings of this study were as follows: 1. Most resource room teachers have positive perspectives in infusing information technology into special education. 2. The current practice was above the standard, teachers have higher usage of IT on teaching preparation, and less usage on teaching evaluation. 3. In terms of perspectives of teachers, there were significant differences among their backgrounds in “age” and “computer literacy”. There were also significant differences for “teaching area”, “age”, “in-service IT training hours in two years”, “usage hours of computer weekly”, and “computer literacy” in terms of current practice. 4. The hardware and software resources and administrative support of school environment had significant positive correlation with teachers’ s perspective and current practice. 5. The teacher’s perspective of IT integration had significant positive correlation with IT integration into special education, and was the best predictors toward IT infusion into special education. 6. The variances to predict the current practice of technology integration into special education were 40%. Based upon the findings, the implications for practice as well as further studies were discussed.