A study on the current situation and influencing factors of the integration of information technology into teaching of urban and rural elementary school teachers – Taking Kaohsiung area as an example

• Main Authors: Ya-Ching Kuo, 郭雅菁
• Other Authors: 黃勇仁
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/vjzmzn

碩士 === 樹德科技大學 === 資訊工程系碩士班 === 107 === This study aims to explore the current situation and influencing factors of the integration of information technology into the teaching methods of urban and rural elementary school teachers in the Kaohsiung area. In the course of the research, four key factors affecting teaching were summarized through literature review. Additionally, research questionnaires were designed with respect to the following four key factors: the school environment, information technology equipment available in the school, teacher literacy with respect to information technology, and teachers’ teaching beliefs. The questionnaire, elementary school teachers in the Kaohsiung area, and their responses were used as the measurement tool, target population, and reference for this study, respectively. The questionnaires were distributed according to school locations, which were divided into urban areas, non-mountainous non-urban areas, remote areas, very remote areas and extreme-remote areas. Then, the population was randomly stratified according to the number of classes. A total of 801 questionnaires were distributed, and 643 valid responses collected. The conclusions of the study after conducting narrative statistics, chi-square test, and single-factor variation analysis of the questionnaires were as follows: 1. The integration of information technology into the teaching methods of urban and rural elementary school teachers with varying background variables has been widely used, with no urban–rural differences. 2. For the current status of integration of information technology into the teaching methods of urban and rural teachers with various background variables, there was no difference in the use of information technology equipment before teaching. However, integrating the information during and after teaching makes the teaching methods used by urban teachers richer and more varied than by rural teachers. 3. Regarding the factors influencing the integration of information technology into the teaching methods of urban and rural elementary school teachers with different background variables, there were differences in the school environment and information equipment but no difference in information literacy and teaching beliefs. 4. There was no difference between the information technology equipment and teaching environment of urban and rural areas, but there were differences in the usage amount and the required quantities of information technology equipment, with urban areas having more use and demand of the equipment.