新竹地區國中特殊教育教師實施資訊科技融入教學現況與需求之探討

Abstract

本研究旨在瞭解新竹縣市國中特教教師實施資訊科技融入教學現況與需求，並探討不同背景變項的新竹縣市國中特教教師實施資訊科技融入教學現況與需求之差異情形，使用問卷調查法，以分層隨機抽樣發出144份問卷，共得136份有效問卷，實施現況採用次數分配與百分比來分析，需求部分以單一樣本t檢定，不同背景變項國中特殊教育教師實施資訊科技融入教學現況與需求之差異情形則將所得資料分別以卡方考驗、交叉分析，獨立樣本t考驗、單因子變異數分析、Scheffe法事後比較分析進行資料處理。另以深度訪談法瞭解資訊科技融入教學的現況與需求問題，以佐證量化研究之結果，根據本研究結果可以歸納以下結論： 1. 國中特教教師對於實施資訊科技融入教學的課程與教學與行政支援方面均有較高 的需求。 2. 不同背景變項國中特教教師實施資訊科技融入教學的現況，均達顯著差異，除了 使用搜尋引擎進行網路教學資料蒐集的現況之外。 3. 新竹縣市不同年齡特教教師實施資訊科技融入教學在課程與教學上有顯著需求， 21~30歲教師需求大於 41~50歲教師；31~40歲教師需求大於 41~50歲教 師。 4. 實施資訊科技融入教學課程後的成效，多數的教師都認為學生學習效果更好118 人(86.8%)，僅有1人(0.7%)認為學生學習狀況更差，此部分與開放性填答及 訪談中有教師提到某部分的資訊科技融入教學並不適合過動症的學生。 5. 實施資訊科技融入教學於各領域時，以國語文領域佔最多數90人(66.2%)，代 表多數教師在進行國語文領域教學時，會運用資訊科技融入教學的機會很高，也 符合了訪談資料中，國語文領域任課教師認為資訊科技融入教學可以將抽象文字 轉為具體的概念。 最後根據本研究結果提出建議，以提供主管教育行政機關、學校行政單位、特教教師，以及未來研究之參考。

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.