Title page for etd-0715110-164514


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URN etd-0715110-164514
Author Jiuan-ying Lee
Author's Email Address lynnleehot@hotmail.com.tw
Statistics This thesis had been viewed 5347 times. Download 2123 times.
Department Education
Year 2009
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title Kaohsiung Municipal Junior High School Teachers’ beliefs and intention to use of interactive whiteboards (IWBs)
Date of Defense 2010-06-23
Page Count 119
Keyword
  • teachers’ intention to use
  • interactive whiteboard (IWB)
  • teachers’ beliefs
  • Abstract This research aimed to explore the current status of junior high school teachers’ adopting interactive whiteboards (hereafter “IWB”) in teaching, and further investigate the teachers’ beliefs and intention to use of IWBs. The research used survey research methodology to examine the Kaohsiung municipal junior high school teachers who had participated IWB teaching courses. There were 238 samples, and the research tool was the questionnaire “Teachers’ Teaching Beliefs and Intention to Use of Interactive Whiteboards.” In addition, semi-structured interviews were conducted to those who had expressed their willingness to have interviews in the questionnaires in order to supplement the lack of the questionnaire function. Data of the questionnaire sheets were statistically analyzed by SPSS 14.0 for Windows, and the analytical methods included descriptive statistics, average difference analysis, analysis of variances, and other related analytical methods. Qualitative interview data were inductively organized and analyzed. The findings of the research are as follows:
    1.About 65% of Kaohsiung municipal junior high school teachers have ever used IWBs. The reason for using IWBs was mainly to increase students’ learning motives. The major problem the teachers faced was that they were unable to find IWB-equipped classrooms. The assistance the teachers hoped to receive was to have an IWB teaching database constructed.
    2.The Kaohsiung municipal junior high school teachers’ IWB teaching beliefs were positive, as they generally believed that IWBs were an effective teaching tool integrated with multi-media resources. Thus, IWB teaching could not only trigger students’ attention and learning motives but also promote their learning effects.
    3.The Kaohsiung municipal junior high school teachers’ intention to use of IWBs was positive. In general, the teachers believed that it would boost the teachers’ intention to use of the IWB teaching if the teaching material was appropriate, equipment sufficient, or recommendations from other teachers. Some teachers expressed their intention to use of the IWB teaching in the future.
    4.The total scale on the teachers’ teaching beliefs showed a better outcome on the teachers with administrative work and those who had the IWB teaching experience; for evaluation level, it indicated better for those who had the IWB teaching experience; for expectation level, it signified better for the spontaneously-learning teachers and those who had the IWB teaching experience; for skill level, it represented better for male teachers, aged 31 to 40, with administrative work and those who had participated more frequently in IWB learning courses. There was no significant difference in cognition and feeling levels.
    5.The total scale on the teachers’ intention to use showed a better outcome on the teachers with administrative work and those who had the IWB teaching experience; for decision level, it indicated better for the teachers with administrative work, those who had participated more frequently in IWB learning courses, those who were spontaneous learners, and those who had the IWB teaching experience; for intention level, there was no significant difference.
    6.The total scales of the teaching beliefs and of the intention to use showed a remarkable moderate positive correlation.
    Advisory Committee
  • Pei-Yi, Chou - chair
  • Jin-Ding, Zheng - co-chair
  • Su-Hsiang, Chung - advisor
  • Files
  • etd-0715110-164514.pdf
  • indicate in-campus access immediately and off_campus access in a year
    Date of Submission 2010-07-15

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