| Summary: | 碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 95 === This main purpose of this study is to investigate the relationship between public junior high school teachers' concerns about the innovation of integrating information technology into classroom teaching and their actual behaviors of using and implementing those technologies. This study was based on Hall’s concern based adoption model (CBAM), and seven stages of teachers’ concerns were analyzed and discussed. The data were collected from samples of 218 junior high school teachers working in the public junior high schools in Taipei.
The major findings of this study are as following:
(1) There is no significant effect can be found from some teachers’ background variables, seniority, grade and subject taught, on each stage of teachers’ concerns. There is also no significant effect of the teacher’s background variables, gender, educational background, job position, grade and subject taught, on teacher’s actual teaching behavior. (2) Most of other hypotheses were supported by the findings (3) How supportive the schools are is positively correlated to most stages of teachers’ concerns. Moreover, administrative supports from the schools are also positively correlated to the various behaviors of integrating information technology into classroom teaching. (4) Many significant correlations can be found between the stages of concerns and the various actual behaviors of those teachers.
Finally according to the conclusions of the study, some recommendations were presented to the educational administration agencies, junior high schools, teachers and suggestions of the further researches were also discussed.
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