The Study on Stages of Concern of Pingtung’s Elementary School Teachers to Integrate Mobile Devices into Teaching

• Main Authors: LAI, MEI-HSING, 賴美杏
• Other Authors: LIN, JHIH-LONG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/27480204513490323786

碩士 === 國立屏東大學 === 數位學習教學碩士學位學程 === 104 === The purpose of this study is to understand the Stages of Concern about Pingtung’s elementary school teachers’ teaching integrated with mobile devices, and to explore the difference of Stages of Concern under different teacher’s background. This study provides some suggestions based on the research results to keep promoting the policy of “Integrating of Mobile Devices into Teaching.” This study adopts questionnaire survey, regarding official elementary school teachers in Pingtung as research objects. Simple random sampling was used for the sake of acquiring available data. The research tool is “Stages of Concern Questionnaire of Integrating Mobile Devices into Pingtung’s Elementary School Teacher’s Teaching.” The total samples are 350 and the retrieved samples are 325. The retrieval percentage is 92%. After discounting ineffective questionnaires, 261 questionnaires are valuable for data analysis. The usuage percentage is 80%. Through data analysis, the results are as follows: 1. Many elementary school teachers in Pingtung (73.9%) expressed highly support of integrating mobile devices into teaching. 2. In terms of gender, there was level of significance in Stages of Concern in mobile devices into teaching for elementary school teachers in Pingtung at Awareness, Information, the Personal, Management. 3. In terms of teachers’ major studies, there was level of significance in Stages of Concern in mobile devices into teaching for elementary school teachers in Pingtung at Awareness, Information, the Personal, Consequence, Collaboration, Refocusing. 4. Homeroom teachers showed a higher concern about Awareness, Information, the Personal than course subject teachers and teachers as administrators. 5. There was significant difference in Stages of Concern about Awareness, Information, the Personal between teachers who had 6 to 10-years teaching experience and those who had more than 21-years teaching experience, and that between teachers who had 11 to 15-years teaching experience and those who had more than 21-years teaching experience. 6. In terms of teachers’ seminar credits, there was level of significance in Stages of Concern mobile devices into teaching at Awareness, Information, the Personal, Collaboration, Refocusing. 7. In terms of schools with 6 classes and those with more than 20 classes, there was level of significance in Stages of Concern about Consequence. The personal background of elementary school teachers is an essential factor in influencing Stages of Concern in mobile devices into teaching. On the bases of this study findings, the researcher made some constructive suggestions for many relevant organizations in implementation of integrating mobile devices into instruction.