A Study of The Relationship of Information Literacy and the Capabilities of Multimedia Teaching among Kindergarten Teachers

• Main Authors: JHANG.PEI-ZIH, 張佩資
• Other Authors: LI.JIE-JHIH
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/27892354826137553766

碩士 === 中州科技大學 === 工程技術研究所 === 101 === Abstract Facing an era of High-tech, there is a rapid advance in technology of information, especially in the school and government policy. Under these circumstances, the traditional school education, which means teaching and learning, crashes into a great transformation and change. Early childhood teachers must learn and possess more teaching skills and high technology on education quality and content. For example, early childhood English teachers is urged to possess a information literacy and digital multi-media teaching. Therefore, this study aims to investigate the relationships between different background variables, information literacy and digital multi-media teaching among kindergarten English teachers. A questionnaire is used to measure English teachers in Taichung. The study collected all data information by mail. 500 questionnaires were sent, and 350 were returned. The total effective questionnaires are 300, after some delete of some invalid ones. Some findings are found : 1. The scores of information literacy and multimedia skills of kindergarten’s teacher are very high; 2.The highest score among five constructs of information literacy is ‘integration of information’, and the lowest one is ‘information moral’ ; Besides, the highest score among ‘multimedia skill’ is ‘the example of work’, the lowest one is ‘multimedia principles’; 3. All the demographic variables, such as age, education, gender, years of service, and position, have a significant difference in the information literacy and multimedia skill among kindergarten teachers.