| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 96 === The purposes of this study were to explore Taipei kindergarten teachers’ and first and second grade teachers’ teaching beliefs toward information technology integrated instruction, to analyze levels of use of teachers’ information technology integrated instruction, to investigate the differences of teaching beliefs toward information technology integrated instruction and levels of use among the teachers with different backgrounds and school environment variables, and to reveal the relationship between kindergarten teachers’ and elementary school first and second grade teachers’ teaching beliefs toward information technology integrated instruction and levels of use in Taipei City.
This study used Questionnaire Survey as the main research method and Questionnaire of Taipei Kindergarten Teachers’ and First and Second Grade Teachers’ Teaching Beliefs Toward Information Technology Integrated Instruction as the instrument. The questionnaires were forwarded on the basis of the scale of schools, which were 82 randomly stratified. The valid samples were 601. Data were analyzed through statistics methods of Cronbach α, factor analysis, frequency distribution, percentage, independent sample t test, Analysis of Variance with Factorial Design, log-linear model. The interviews were also conducted with eight teachers, two teachers from Taipei public and private kindergartens, first and second grade of elementary schools respectively.
The major findings of this study were as follows:
1. Taipei kindergarten teachers and first and second grade teachers believe that administrative staff agrees to their information technology integrated instruction and that they as well as their students benefit from information technology integrated instruction; however, teachers believe that they have relatively poor resource and ability to integrate information technology into instruction.
2. Taipei k-2 teachers think that the support of administrative staff has the greatest influence on their information technology integrated instruction, and parents are of relatively small influence.
3. Taipei k-2 teachers believe that information technology integrated instruction attracts students’ attention and arouses their learning interest, but they hold less strong beliefs that information technology integrated instruction facilitates students’ autonomic learning and cultivates information literacy.
4. Taipei k-2 teachers think that information technology integrated instruction promotes teaching effectiveness except for their self-effectiveness of the use of information technology integrated instruction.
5. The level at which the most Taipei k-2 teachers integrate information technology into their instruction is level 5; the level at which the least kindergarten teachers are at is level 2; the level at which the least elementary school teachers are at is level 0.
6. Taipei k-2 teachers’ beliefs are found from the log-linear model to be in significant positive relation with levels of use.
Based on the aforementioned conclusions, twenty suggestions are put forward for teachers, administrative staff, Taipei Department of Education, and further research in this study.
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