本研究旨在探討學前教師資訊科技融入教學現況及其相關影響因素。首先瞭解學前教師資訊科技融入教學之定義、內涵與現況；其次分析不同背景變項及內外在因素對學前教師資訊科技融入教學之差異情形；第三，分析影響資訊科技融入教學因素與資訊科技融入教學之相關；最後影響學前教師資訊科技融入教學因素對學前教師資訊科技融入教學各層面之預測力。
本研究透過文獻分析，以及問卷調查法來了解資訊科技融入教學的現況，及其相關影響因素。本研究之母群體為台北縣市幼稚園、托兒所教師及園所長，採分層抽樣進行取樣，老師和園長各發出480份問卷，老師的有效問卷為51%，園長的有效問卷為58.1%。使用工具為自編「學前教師資訊科技融入教學之應用量表」、「影響學前教師資訊科技融入教學因素之量表」及「園所長對資訊科技融入教學態度之量表」，問卷回收後，使用SPSS 12.0 for windows套裝軟體進行描述性統計、信度分析、效度分析
、t考驗、單因子變異數分析、Scheffé多重比較、皮爾森積差相關、逐步多元迴歸來分析資料。本研究主要結論如下：
壹、在園所電腦基本資料分面
一、台北縣市之園所資訊設備非常普及
貳、在學前教師資訊科技融入教學方面
一、大部分的老師均有進行資訊科技融入教學
二、資訊科技融入教學的模式以「教學前準備」和「教學中活動」表現
最佳
三、資訊科技融入教學的程度以「資訊科技的初步應用」表現最佳
四、「園所屬性」、「園所位置」、「教學經驗」、「教育程度」、
「電腦課程經驗」和「研習時數」對學前教師資訊科技融入教學均
有顯著影響
參、影響資訊科技融入教學因素方面
一、「教學信念」是影響學前教師資訊科技融入教學最大的因素
二、「資訊素養」是影響學前教師資訊科技融入教學的次要因素
三、學前教師的資訊素養以「基本軟體知能」最佳
四、學前教師的資訊素養以「電腦在教學上的應用」最差
五、「園所屬性」、「園所位置」、「教育程度」、「電腦課程經驗」
和「研習時數」對影響學前教師資訊科技融入教學之因素均有顯
著影響
肆、在影響園所長對資訊科技融入教學態度方面
一、園所長對資訊科技融入教學的看法均表示認同
二、園所長願意投入資訊科技融入教學之意願高
三、「園所屬性」和「園所位置」均會對園所長資訊科技融入教學產生
顯著影響
伍、學前教師資訊科技融入教學與影響資訊科技融入教學因素兩者關係方
面
一、「影響資訊科技融入教學之內外在因素」與「學前教師資訊科技融
入教學」呈現正相關
二、「影響資訊科技融入教學之因素」對「學前教師資訊科技融入教
學」具有預測力
最後研究者根據研究結果，分別對園所長、學前教師、師資培育機構、研習機構以及後續相關研究提出建議，以期對未來資訊科技融入學前教育有所助益。
關鍵詞：學前教師、園所長、資訊科技融入教學、資訊素養 / The main purpose of this study was to:(1) Understand definition, connotation and current situation of technology integration instruction. (2) Explore technology integration instruction data between different backgrounds and influence factors. (3) Analyze the relationships between influence factors and technology integration instruction. (4) Explore the predictive power of influence factors on the part of technology integration instruction.
To accomplish these purposes, the methods were adopted literature review and questionnaire, which served as the basis of this study. In questionnaire aspect, was executed public and private kindergartens and nursery schools in Taipei city and county. This research was executed by questionnaire survey. “Preschool teachers technology integration instruction questionnaire",“influence factors of technology integration instruction questionnaire”and“Principals’ attitude on technology integration instruction questionnaire”were designed from literature by myself to collect data. By means of stratified random sampling.The samples include 480 principals (effective return rate is 58.1%) and 480 teachers (effective return rate is 51%).The questionnaire data analyzed statistically by description statistics,reliability analysis,
t-test, one-way ANOVA, Scheffé posteriority comparison, Person-moment correlation analysis, stepwise multiple regression analysis through the use of SPSS 12.01 for windows. The major results were summarized as follows:
A.In the aspect of technology equipment
a.Technology equipment in Taipei city and county are very
universal.
B.In the aspect of technology integration instruction
a.In the main of preschool teachers are implement technology
integration instruction.
b.It’s usually implement technology integration instruction
on “prepare of teach” and “teaching”.
c.The best dimension is “technology preliminary application”.
d.“Taipei city and county”, “public and private”,
“teachers’ years of teaching”, “educational degree of
teachers",“computer’s learning experience”and
“research and study hours” have significant influences on
preschool teachers implement technology integration
instruction.
C.In the aspect of influence factors of technology integration
instruction
a.The best influence factors of technology integration
instruction is“Teaching-belief”.
b.The second influence factors of technology integration
instruction is“Information Literacy”.
c.The best information literacy in preschool teachers is
“basic software knowledge”.
d.The worst information literacy in preschool teachers is
“computer use in instruction”.
e.“Taipei city and county",“public and private”,
“educational degree of teachers”, “computer's learning
experience"and“research and study hours” have significant
influences on influence factors of technology integration
instruction.
D.In the aspect of principals’ attitude on technology
integration instruction
a.All of the principals are identification with technology
integration instruction.
b.The best part of principals are willing invest in technology
integration instruction.
c.“Taipei city and county” and “public and private” have
significant influences on principals’ attitude on
technology integration instruction.
E.In the aspect of relationships between technology integration
instruction and influence factors of technology integration
instruction
a.There was positive correlation existed between “influence
factors of technology integration instruction” and
“technology integration instruction”.
b.“Influence factors of technology integration instruction”
did promote“technology integration instruction”.
In the last part, the researcher, based on the findings, proposes some suggestions for the principals, the preschool teachers, the teacher training institutions, the research and study institutions and the future researchers, hope to benefit accelerant technology integration instruction in preschools in the future.
Key words: preschool teacher, preschool principal, technology
integration instruction, information literacy
| Identifer | oai:union.ndltd.org:CHENGCHI/G0093157001 |
| Creators | 古孟玲, Ku,Meng-Lin |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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