A Study on the Information Literacy and Integrating Information Technology into Instruction of Junior High School Language Teachers in Tainan City

• Main Authors: Tzu-Yi Fang, 方姿懿
• Other Authors: Ming-Kuo Wu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/99232422986482561082

碩士 === 康寧大學 === 數位應用研究所 === 102 === In junior high schools, teachers have integrated information into instruction enthusiastically since technology developed. The related studies highlighted this topic. However, besides the positive side, some studies found that many teachers still had no interests in integrating information technology into instruction. This study investigated information literacy among junior high school language teachers in Tainan City and how it is related to integrating information technology into instruction. Besides investigating the current circumstance of information literacy, how it predicts the degree of integrating information technology into instruction is included as well. In addition, the related difficulties and needs are displayed. Through research analysis and questionnaire survey, the conclusions are as follows: (1)In terms of information literacy, besides basic ability of computer input and word software, teachers can also manipulate files appropriately. (2)In integrating information technology into instruction, the biggest part is to use the related software in making teaching materials. (3)In the difficulties of integrating information technology into instruction, the biggest one is the lack of information ability, and it is followed by the lack of time and study pressure. (4)Notebooks are needed most in information equipment. (5)No matter in computer or Internet literacy, the three factors: ages, teaching years and the circumstance of using computers while working influence teachers most in the degree of information literacy. (6)Both gender and the circumstance of using computers while working have impact on the condition and difficulties of integrating information technology into instruction. (7)The better teachers’ Internet literacy is, the better the condition of integrating information technology into instruction is. Nevertheless, there is no relationship between Internet literacy and the difficulties of integrating information technology into instruction. (8)Both computer and Internet literacy can predict the degree of the condition of integrating information technology into instruction. What’s more, they can highly predict the degree of the difficulties of integrating information technology into instruction. (9)Information literacy is highly related to the degree of integrating information technology into instruction. The suggestions are as follows: (1)Teachers should enrich information ability and literacy, change the attitude, positively participate in the related lessons, form the groups, and help one another. (2)Schools should promote the information equipment constantly and encourage teachers to share successful teaching cases. (3)Education associations should invite experts and teachers to produce digital materials, donate related studies, and encourage teachers to provide successful cases.