A Study of Teacher’s Willingness and Related Factors in Integrating Information Technology into Special Education Teaching at Elementary School in Taichung County

[[abstract]]This study was aimed to investigate the current situations, willingness and difficulties of primary school special education teachers integrating information technology into classroom in Taichung County. A total of 112 questionnaires were sent out to primary school teachers and completed. The data were analyzed by using various statistical methods, such as mean, t-test, one-way ANOVA, and Pearson’s product-moment correlations. The main findings of this study were as follows: 1. The primary school teachers in Taichung County had high willingness to integrate information technology into classroom, but the using and implementing situations were still needed to improve. 2. Teachers with different backgrounds such as gender, educational degree, training hours of computer, training hours of integrating information technology into special education, hours of using computers per week, and hours of surfing web per week had significant differences in the using situations of integrating information technology into classroom.. 3. The teachers with different backgrounds such as marriage situation, educational degree, years of teaching experience, training hours of computer, training hours of integrating information technology into special education, hours of using computers per week, and hours of surfing web per week had significant differences in the willingness of integrating information technology into special education. 4. Teachers’ willingness had the positive correlation with the using situations of integrating information technology into classroom