| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 99 === The purposes of this study were to investigate current situation, the attitude, and other aspects of integrating information technology into instruction for the mental retardation class teachers in elementary school. Furthermore, this study realized the relationship among backgrounds of those teachers, current situation, and attitude as well.
The researched samples were the mental retardation class teachers in elementary schools. To complete this study, a questionnaire of “The Current Situation and
Attitude of Mental Retardation Class Teachers’ Integrating Information Technology into Instruction” was deliberately and accordingly designed. A total number of 350 questionnaires were distributed to the present 350 mental retardation class teachers
in Taiwan. Among them, 303 effective samples were received. The feedback
percentage reached 86.6%. The answered questionnaires have been further analyzed by their average medium, percentage, t-test, and one-way ANOVA. The following five conclusions were obtained:
1.Most of mental retardation class teachers in elementary school have implemented integrating information technology into instruction. Computer was used mostly to make images or learning sheets. Courses were designed independently. Furthermore, teachers would seek others’ assistance while encountering difficulties.
2.In personal background variables, different educational qualifications, IT training hours, and hours of using computer per week had significant differences on the situation of integrating information technology into instruction
3.Most of mental retardation class teachers held a positive attitude towards the integration of IT into instruction.
4.In personal background variables, different IT training hours and hours of using computer per week had significant differences on the attitude of integrating information technology into instruction.
5.Computer was used as technology equipment the most frequently for mental retardation class teachers while implementing information technology into instruc-tion. The reason why implement IT into instruction was mainly due to which can enhance students’ learning motivation. The main dilemma was that it took more time for teachers to prepare materials. The main strategy to overcome the difficulties was alternative teaching methods. Up to ninety percent of mental retardation class teachers considered that integrating information technology into classroom teaching should be carried out continuously. The main reason was to promote students’ learning interests and to help them learn more effectively.
Based upon the research conclusions mentioned above, a package of twelve suggestions was hereby proposed to the education bureau, schools, mental retardation class teachers, and respectively future research.
|
|---|
