A study of seed school teachers' attitudes toward integrating information technology into teaching in central Taiwan

• Main Authors: Pei-Sheng Lin, 林倍生
• Other Authors: Kuo-Hung Huang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/95198889063868552561

碩士 === 國立嘉義大學 === 教育科技研究所 === 95 === The purpose of this study was to investigate the IT (Information Technology) seed school teachers’ attitudes and variables related to attitudes of integrating IT into teaching, then to analyze the differences among the various backgrounds IT seed school teachers whose teaching attitudes of integrating IT. Finally, to treat the correlations and affections between the attitudes and variables related to attitudes of above. The study was conducted by questionnaires, and the subjects were drawn down from the IT seed school teachers of Taichung City and Yunlin County by simple random sampling method. The total questionnaires handed out were 308. Among them, there are 278 questionnaires were collected and 235 questionnaires were usable. So the rates of collection and usableness were 90.26% and 76.30%, separately. There are seven independent variables included, such as academic career, hours of IT skill training, hours of IT integrated into teaching training, members of IT seed team or not, Implementing IT integrated into teaching or not, types of school and types of county. The dependent variables are teachers’ attitudes of integrating IT into teaching, computer attributes, cultural perceptions, computer competence and computer access. Data were analyzed through t-test, one-way ANOVA, Person product-moment correlation, and multiple regression. The findings of this research are as following: 1. The IT seed school teachers’ attitudes toward integrating IT into teaching attain the positive degree of “agree”. 2. Among the four variables related to attitudes, 75.1% of the respondents had positive (45.9%) or highly positive (29.2%) degree toward computer attributes; 62.8% of the respondents had positive (41.2%) or highly positive (21.6%) degree toward cultural perceptions; 76.1% of the respondents had moderate competence (47.4%) or much competence (28.7%) toward computer competence; in the aspect of computer access, school was the respondents’ frequent place of computer access. 3. In the aspect of attitudes of integrating IT into teaching, the variables of “hours of IT skill training” and “members of IT seed team or not” have significant differences. The respondents who accept 36-70 hours of IT skill training have better attitudes than who accept under 35 hours of IT skill training. The respondents who are members of IT seed team have better attitudes than who aren’t. 4. There are significant correlations between the IT seed school teachers’ attitudes and variables related to attitudes of integrating IT into teaching. 5. There are significant affections between the IT seed school teachers’ attitudes and variables related to attitudes of integrating IT into teaching.