SUSTAINABILITY OF AN EDUCATIONAL CHANGE IN A SCHOOL-UNIVERSITY PARTNERSHIP: A CASE STUDY OF TEACHERS’ EXPERIENCES ON BROKERAGE

ABSTRACT

THIS STUDY AIMS TO EXPLORE THE IMPACT OF INFORMATION LITERACY AND INFORMATION TECHNOLOGY INTEGRATION ON THE TEACHING EFFECTIVENESS OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN MACAO. WITH THE RAPID DEVELOPMENT OF INFORMATION TECHNOLOGY, TEACHERS' INFORMATION LITERACY AND ABILITY TO EFFECTIVELY INTEGRATE INFORMATION TECHNOLOGY INTO TEACHING HAVE INCREASINGLY BECOME IMPORTANT FACTORS TO IMPROVE THE QUALITY OF EDUCATION. BY MEANS OF QUESTIONNAIRE SURVEY, THIS STUDY COLLECTED DATA ON INFORMATION LITERACY, INFORMATION TECHNOLOGY INTEGRATION INTO TEACHING AND TEACHING EFFECTIVENESS OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN MACAO, AND ANALYZED THE DIFFERENCES IN RELEVANT VARIABLES OF TEACHERS FROM DIFFERENT BACKGROUNDS TO EXPLORE THEIR MUTUAL RELATIONSHIP AND IMPACT ON TEACHING EFFECTIVENESS. THIS STUDY FIRST REVIEWS RELEVANT THEORIES AND LITERATURE ON INFORMATION LITERACY, INFORMATION TECHNOLOGY INTEGRATION INTO TEACHING AND TEACHING EFFECTIVENESS, PROPOSES RESEARCH HYPOTHESES AND DESIGNS RESEARCH FRAMEWORK. CONFIRMATORY FACTOR ANALYSIS, CORRELATION ANALYSIS, INDEPENDENT SAMPLE T TEST, SINGLE FACTOR VARIANCE ANALYSIS (ANOVA), SINGLE FACTOR RANK VARIANCE ANALYSIS (KRUSKAL-WALLISHTEST), MULTIPLE LINEAR REGRESSION ANALYSIS AND OTHER METHODS WERE USED FOR ANALYSIS. IT IS FOUND THAT TEACHERS' INFORMATION LITERACY LEVEL, THE DEGREE OF INFORMATION TECHNOLOGY INTEGRATION INTO TEACHING AND THEIR TEACHING EFFECTIVENESS SHOW SIGNIFICANT POSITIVE CORRELATION. THE HIGHER THE TEACHER'S INFORMATION LITERACY, THE STRONGER THE ABILITY OF INFORMATION TECHNOLOGY INTO TEACHING, THE HIGHER THE TEACHING EFFICIENCY. AT THE SAME TIME, IT IS ALSO FOUND THAT DIFFERENT BACKGROUND FACTORS HAVE A CERTAIN IMPACT ON TEACHERS' PERFORMANCE IN THESE FIELDS. THIS STUDY SPECIFICALLY DRAWS THE FOLLOWING CONCLUSIONS: 1. TEACHERS' GENDER, AGE, WEEKLY COMPUTER USE TIME AND TRAINING TIME HAVE SIGNIFICANT DIFFERENCES IN INFORMATION LITERACY; THERE WAS NO SIGNIFICANT DIFFERENCE IN INFORMATION LITERACY AMONG SCHOOL CATEGORIES. 2. THE AGE, MAIN POSITION AND TRAINING DURATION OF TEACHERS HAVE SIGNIFICANT DIFFERENCES IN THE INTEGRATION OF IT INTO TEACHING; THERE WAS NO SIGNIFICANT DIFFERENCE IN THE INTEGRATION OF IT INTO TEACHING BETWEEN GENDER AND TIME SPENT ON COMPUTER PER WEEK. 3. TEACHERS' GENDER, AGE, TEACHING YEARS AND TRAINING TIME HAVE SIGNIFICANT DIFFERENCES IN TEACHING EFFECTIVENESS; THERE IS NO SIGNIFICANT DIFFERENCE IN TEACHING EFFECTIVENESS BETWEEN THE HIGHEST DEGREE AND THE MAIN POSITION. 4. THE DIFFERENCE ANALYSIS OF TEACHERS' INFORMATION LITERACY, INFORMATION TECHNOLOGY INTEGRATION INTO TEACHING AND TEACHING EFFECTIVENESS SHOWS THAT IN THE SELF-ASSESSMENT, THE AVERAGE VALUE OF INFORMATION LITERACY IS SIGNIFICANTLY HIGHER THAN THAT OF INFORMATION TECHNOLOGY INTEGRATION INTO TEACHING AND TEACHING EFFECTIVENESS. THE AVERAGE INTEGRATION OF INFORMATION TECHNOLOGY INTO TEACHING IS THE LOWEST, AND THERE ARE SIGNIFICANT DIFFERENCES BETWEEN INFORMATION LITERACY AND TEACHING EFFECTIVENESS. 5. TEACHERS' INFORMATION LITERACY IS POSITIVELY CORRELATED WITH TEACHING EFFECTIVENESS, AND THE RESULTS SHOW THAT INFORMATION LITERACY IS THE STRONGEST PREDICTOR OF TEACHER TEACHING EFFECTIVENESS. THE INTEGRATION OF INFORMATION TECHNOLOGY INTO TEACHING ALSO HAS A POSITIVE IMPACT ON TEACHING EFFECTIVENESS, BUT THE PREDICTIVE POWER IS RELATIVELY WEAK. THERE IS NO SIGNIFICANT INTERACTION BETWEEN THE TWO EFFECTS, INDICATING THAT THEIR EFFECTS ON TEACHING EFFECTIVENESS ARE INDEPENDENT. BASED ON THE RESEARCH RESULTS, THIS STUDY PUTS FORWARD SOME SPECIFIC SUGGESTIONS, AND ALSO POINTS OUT THE LIMITATIONS OF THIS STUDY FOR THE REFERENCE OF GOVERNMENT EDUCATION DEPARTMENTS, SCHOOL ADMINISTRATION AND SUBSEQUENT RESEARCHERS. 本研究旨在探討資訊素養與資訊科技融入教學對澳門中、小學教師教學效能的影響。隨著資訊科技的快速發展，教師的資訊素養和將資訊科技有效融入教學的能力日益成為提升教育質量的重要因素。本研究通過問卷調查的方式，收集了澳門中、小學教師在資訊素養、資訊科技融入教學及教學效能等方面的數據，並對不同背景的教師在相關變數上的差異進行分析，探討其相互關係及對教學效能的影響。 本研究首先梳理了資訊素養、資訊科技融入教學和教學效能的相關理論與文獻，提出了研究假設並設計了研究架構。通過驗證性因子分析、相關性分析、獨立樣本T檢驗、單因子變異數分析(ANOVA)、單因子等級變異數分析(KRUSKAL-WALLIS H TEST)、多元線性迴歸分析等方法進行分析。研究發現，教師的資訊素養水平、資訊科技融入教學的程度與其教學效能呈現顯著的正相關。教師的資訊素養越高，資訊科技融入教學的能力越強，其教學效能也越高。同時，也發現不同背景因素對教師在這些領域的表現產生一定的影響。本研究具體得到以下結論： 一、 教師的性別、年齡、每周使用電腦時長、培訓時長在資訊素養上有顯著差異；而學校類別在資訊素養上並沒有顯著差異。 二、 教師的年齡、主要職務、培訓時長在資訊科技融入教學上有顯著差異；性別、每周使用電腦時長在資訊科技融入教學上沒有顯著差異。 三、 教師的性別、年齡、教學年資、培訓時長在教學效能上有顯著差異；最高學歷、主要職務在教學效能上沒有顯著差異。 四、 教師在資訊素養、資訊科技融入教學及教學效能三個維度上的差異分析，教師在自我評估中，資訊素養的平均值顯著高於資訊科技融入教學和教學效能。資訊科技融入教學的平均值是最低的，且與資訊素養和教學效能之間均存在顯著差異。 五、 教師的資訊素養與教學效能呈顯著正相關，結果表明資訊素養是影響教師教學效能的最強預測因素。資訊科技融入教學對教學效能也有正向影響，但預測力相對較弱。兩者的影響沒有顯著的交互作用，表明它們對教學效能的影響是獨立的。 基於研究結果，本研究提出了若干針對性建議，同時也指出了本研究的局限性，以供政府教育相關部門、學校行政以及後續研究者作為參考。