國小教師使用網路行為影響學習成效之研究

The Effect of Elementary School Teachers’ Internet-using Behavior on Learning

本研究旨在探討高雄市國小教師資訊素養、網路使用行為與學習成效之現況，並探討不同背景之國小教師在資訊素養、網路使用行為與學習成效之差異情形。在研究方法與資料蒐集方面，以文獻分析及問卷調查法為主，研究對象為參與高雄市數位學校社會領域課程的國小教師。正式問卷採用統計方法有獨立樣本t考驗、單因子變異數分析、卡方考驗。根據研究發現歸納結論如下：國小教師在資訊素養之表現，屬上等程度。擔任不同職務的國小教師在資訊素養及學習成效皆無差異。個人背景、時間無法調配及家庭照顧與學習時間無法平衡是影響國小教師繼續參與數位學習的因素。國小教師遇到的困難以系統品質最多，其中以網路線上的討論系統不穩定最為嚴重。

The purpose of this study was to probe the current situation of primary school teachers in Kaohsiung City with regard to information literacy, Internet usage behavior and learning effectiveness, and to analyze the differences derived from samples with various backgrounds. Results gathered from formal questionnaires were analyzed by Independent Samples t-Test, one-way ANOVA and Chi-square Test. Conclusions were as follows: The performance of primary school teachers in respect to information literacy ranked in the upper level. Teachers with different job responsibilities performed almost the same in information literacy and learning effectiveness. Improper time allocation and an unbalance between family care and learning time were two of the reasons that primary school teachers could not continue their digital learning. The most severe problems that primary school teachers encountered were related to system quality, and the unstable system of on-line discussions, which was the biggest issue mentioned in the survey.