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The Study on the Current Status of Courseware Sharing among Resource Room Teachers Anti the Motivations that Lead to Teachers' Willingness to Share Their Self-developed Courseware
Special Education;Resource Room;Courseware Sharing;Courseware
|Issue Date: ||2013-04-22T07:38:19Z
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.
|Relation: ||特教論壇, 2: 56-69|
|Appears in Collections:||[資訊管理學系所] 期刊論文|
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