| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 102 === This study investigated teachers’ experiences and attitudes towards using mobile devices in special education. Participants were special education elementary teachers working in different types of special education classes, which were self-contained special education class, resource room program, and itinerant resource program. Personal characteristics including areas of schools, gender, age, year of teaching, types of class, and experiences of using tablet computers, were adopted as independent variables. Four dependent variables were investigated, including experiences, attitudes, difficulties and needs when using tablet computers in teaching.
A survey method with internet questionnaires was adopted. The final questionnaires in analyses were 293, including 118 from north, 57 from central, 70 from south and 48 from east of Taiwan. The major results were summarized as follow:
1.There was a significant difference between resource room program and self-contained special education class, as well as itinerant resource program in the level of frequence for using experiences, with resource room program being the lowest score.
2.There was significant difference between resource room program and itinerant resource program in the level of importance for using experiences, with the resource room program being the lowest score.
3.For those who never using tablet computers in teaching, they have the lowest scores in the level of frequence for using experiences, attitude, difficulties and needs.
4.For those who never using tablet computers, their scores on the level of importance of attitude were significant lower than those who had using experiences less than one year.
5.On the level of frequence on attitude, age group of 31-35 years old was significant lower than age group of 25-30 years old.
6.Regarding the level of frequence and the level of importance on attitude, the first three priority consistently were “budget support was sufficient for using table computers in special education”, “ maintenance of tablet computers needed to be taken into consideration”, “influence of tablet computers on students eye-sight needed to be taken into consideration”.
7.Regarding the level of frequence and the level of importance on need, the first two priorities consistently were “I was able to search for the suitable Apps in a short time “, “I would attend workshops related with tablet computers’ knowledge”.
Discussions and suggestions were presented.
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