A Study of the Status and Needs of Information Technology Integration into Instruction for Junior High School Special Education Teachers in Hsinchu Area

• Main Authors: Chen, Te-Min, 陳德敏
• Other Authors: Lee, Jong-Eao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/48793494379482685393

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 102 === The purpose of this study was to investigate the implementation and teachers’ need of Information Technology Integration into Instruction among the junior high school special education teachers of Hsinchu City and County and to compare the discrepancies from teachers with different backgrounds varieties. The questionnaire was adopted as the major instrument in methodology of this study. Totally, 136 questionnaires were valid. The data of the implementation and teachers’ need collected were analyzed by descriptive statistics, χ2 test, t-test and one-way ANOVA. The results of this study were summarized as follows： 1. In terms of teachers’need of information technology integration into instruction in curriculum ＆ instruction or administrative support, teachers in junior high school tended to have high levels. 2. Different backgrounds teachers to the implementation of information technology integration into instruction, reached a significant difference. In addition to the search engines for network. 3. Among the background variables, the "Age" of teachers for teachers’ need of information technology integration into instruction in curriculum ＆ instruction was the only factor that affected significantly the implementation of teachers’ need of information technology integration into instruction. 21 to 30 and 31 to 40 years old teachers scored significantly higher than 41 to 50 years old teachers. 4. Academic achievement of information technology integration into instruction, most of teachers think that students learn better results than the original. Some teachers think that information technology integration into instruction is not suitable for ADD (Attention Deficit Disorders) students. 5. Most teachers teach Chinese when using information technology integration into instruction. Besides the findings, suggestions are given for further administrational legislature and study.