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國小特教教師運用資訊科技融入教學現況及其相關因素之研究

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表 2-1 研究者對資訊科技融入教學的定義  研 究 者  定                  義  Dias  (1999)  將資訊科技以整合與無間隙的方式之下進行,應用以科技以支援及延 伸課程的目標,達成有意義的學習。  Edwards  和 Roblyer  (2000)  提供電腦相關配備與科技,將其融入教學中以滿足教育需求。  王全世  (2000)  資訊科技包含三種意涵:  1.資訊科技與其他領域充分整合,整合於課程、教材及教學活動中。 2.資訊科技被視為一種不可或缺的教學與學習工具,就像
表 4-3南投縣身障類國小特教教師對資訊科技融入特殊教育教學之關注階段平均         數及排序表  題 號  項               目  1 2 3 4 5  平均數  標準差 1.階段 0:低度關注 2.65   人數  0 5 32 46 8  21  即使我對「資訊融入教學」 不熟悉,但我還是會很關心 這方面的事。  百分 比  0% 5.5% 35.2% 50.5% 8.8%  3.63 .725  人數  4 27 36 22 2 19  我的心思較著重於其他事 務,而非「資訊融入

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