A Study on relationship among information literacy, competence of information-integrated instruction,and innovation in instruction of elementary school teachers in Taichung City.

[[abstract]]論文摘要 本研究旨在探討臺中市國民小學教師資訊素養、資訊科技融入教學知能與創新教學的現況與相關情形，並比較教師個人背景因素在三個變項的差異情形。 本研究採問卷調查法，以「臺中市國民小學教師資訊素養、資訊科技融入教學知能與創新教學關係之調查問卷」作為蒐集資料的工具，以臺中市之國民小學教師為研究對象。為了避免因為共同來源變異(common-method variance)效果所形成的偏誤，以求得更為客觀的結果呈現，本研究之抽樣對象包含教師與學生，採便利抽樣的方式，回收教師有效樣本451份，學生有效樣本1344份，依據問卷填答結果，以描述性統計、獨立樣本t檢定、成對樣本t檢定、單因子變異數分析、Pearson積差相關及階層迴歸等方法，進行資料的分析。 根據分析結果，歸納出以下結論： 一、 臺中市國民小學教師資訊素養具備中上程度，尤其在「資訊科技的認知與操作能力」的表現最佳。 二、 臺中市國民小學教師資訊科技融入教學知能具備中上程度，尤其在「教學活動規畫與帶領知能」的表現最佳。 三、 臺中市國民小學教師創新教學具備中上程度，尤其在「教學方式創新」的表現最佳。 四、 性別、年齡、學歷、教學年資、擔任職務、通過資訊能力檢測等級是影響臺中市國民小學教師資訊素養的因素。 五、 性別、年齡、學歷、教學年資、擔任職務、通過資訊能力檢測等級是影響臺中市國民小學教師資訊科技融入教學知能的因素。 六、 性別、學歷、擔任職務與通過資訊能力檢測等級是影響臺中市國民小學教師創新教學的因素。 七、 教師對自我創新教學之知覺顯著高於學生知覺之教師創新教學。 八、 臺中市國民小學教師的資訊素養與創新教學具有正相關，其中以「網路應用與溝通能力」最具預測力。 九、 臺中市國民小學教師的資訊科技融入教學知能與創新教學具有正相關，其中以「教學評鑑知能」最具預測力。 最後根據本研究結論提出各項建議，供教育主管機關、學校行政單位、國民小學教師及後續研究之參考。[[abstract]]Abstract The purpose of this study is to investigate the current condition and the relationship among information literacy, competence of information-integrated instruction, and innovation in instruction of elementary school teachers, and to analyze the differences of these three variables resulting from teachers’ demographics backgrounds. This study adopts the survey “The relationship among information literacy, competence of information-integrated instruction, and innovation in instruction: A questionnaire for elementary school teachers of Taichung City” as a tool to collect data. The participants are the elementary school teachers in Taichung city. The survey samples contains both teachers and students to avoid the effects of common-method variance and to get objective results. The study, using a convenience sample, collects effective samples of 451 teachers and 1,344 students. This study employs descriptive statistics, independent-sample t-test, paired-samples t-test, one-way ANOVA, Pearson product-moment correlation, and hierarchical regression analysis to analyze the survey data. Based on the analytical results, conclusions are drawn as follows: 1. The extent of information literacy of elementary school teachers in Taichung city are above average, especially in awareness and operating ability of information technology. 2. The extent of competence of information-integrated instruction of elementary school teachers in Taichung city are above average, especially in competence about teaching activities in planning and leading. 3. The extent of innovation in instruction of elementary school teachers in Taichung city are above average, especially in the innovative teaching methods. 4. Information literacy is significantly affected by gender, age, educational background, years of teaching, job title, levels of information ability test. 5. Competence of information-integrated instruction is significantly affected by gender, age, educational background, years of teaching, job title, levels of information ability test. 6. Innovation in instruction is significantly affected by gender, educational background, job title, levels of information ability test. 7. Teachers’ perceptions of self-innovative teaching are significantly higher than students’ perceptions of teachers’ innovative teaching. 8. Teachers’information literacy and innovation in instruction have significant positive relationship, the ability to application and communication of network is the most effective factor. 9. Teachers’ competence of information-integrated instruction and innovation in instruction have significant positive relationship, and competence of teaching evaluation is the most effective factor. Finally, according to the conclusions, suggestions are provided for educational administrative organizations, elementary school administrative units, teachers, and researchers.[[note]]碩