| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 102 === Following the principles of inclusive education movement, teachers in resource room have
been striving for students with special needs to have equal opportunities for education. Previous
researches showed that information and communication technology (ICT) provides supports for
students with special needs to learn equally. Technology integration became an important factor that
influenced students with special needs to learn and study equally at school. The purpose of the study
was to investigate the current state of junior high school resource room teachers’ technology
integration and the affecting factors. The participants were teachers in the junior high school Special
Education Resource Room in Taiwan. 288 questionnaires were distributed and 264 were returned.
The data were analyzed through descriptive statistics, one-way ANOVA, Pearson product-moment
correlation.
The results are as follows,
1. The teachers in junior high school resource room had high-intermediated level on test
accommodation, but the rest of four aspects (application of assistive technology, assistive
learning and assessment, learning to use technology and student-centered instructional
strategies) needed improvement.
2. Most of the resource room teachers in junior high school in Taiwan had above-average
agreement upon that ICT facilities and resources, teachers’ workload, computer literacy and
teacher’s belief affecting their technology integration practice.
3. The results of the ANOVA analysis showed that gender had significant effect on the aspects of
learning to use technology, student-centered instructional strategies, assistive learning and
assessment and application of assistive aids.
4. There was a positive correlation between the current state and factors affecting technology
integration in junior high school resource rooms.
Based on the results, suggestions were also provided for educational administration, resource
room teachers training institutions.
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