身心障礙資源班教師在網路上分享自編教材情形及其動機之初探

本研究目的在探討身心障礙資源班教師在網路上分享自編教材之情形及其動機。以資源班教師爲母群體，採分層（依學校所在地北中南三區）隨機抽樣。主要結果如下：一、不到一成的教師曾在網頁上分享自編教材，超過五成的教師僅與同仁分享。二、藉資訊科技分享自編教材動機依序爲互利、利他、認知易用性、認知有用性、自我實現需求。三、男性、師大或師院畢、未滿1年、1-5年、超過15年、特教系畢以及每週平均上網時間10-14小時的動機比較高。

Individuals receiving special education diversified in every aspect of their learning and development process. This phenomenon explains why individualized instruction has been one of the major characteristics in special education. As a result， special education teachers usually have to develop courseware specific for each student， which imposes extra workload to the teachers. Fortunately， courseware sharing could potentially relieve teachers from such workload. The major purposes of this study were thus to investigate the current status of courseware sharing among resource room teachers and explore the motivation behind teachers’ willingness to share their self-developed. Survey through questionnaires was adopted in our research. 800 questionnaires were sent to selected resource room teachers at the elementary level in Taiwan， with 402 of them responded. The major findings of this study were as follows:1. The main sources of courseware were self-developed and the Internet. However， less than 10 percent of resource room teachers have been sharing their self-developed courseware to the public through the Internet. 2. The primary motivations behind teachers’ willingness to share their self-developed courseware were beneficial to each other、beneficial to themselves、easily using to study、useful for study、self-achievable requirement. 3. The resource room teachers have more motivation to share their self-developed courseware was male graduating from normal university or teachers college and teaching below 1 year or 1~5 years or over 15 years. 4. The resource room teachers used Internet at 10~14 hours per week also has more motivation to share their self-developed courseware.