Abstract

Data of 6,150 math and science teachers nested within 681 junior high schools was drawn from 2003-2004 Taiwan School and Staffing Survey, conducted by Science Education Center of National Taiwan Normal University. Multilevel logistic regression was adopted to examine the effect of policy that provides inservice trainings for teachers to learn technology integrated instructions from both individual and institutional perspectives. At the individual level, results revealed that teachers who have ever participated in training activity adopted the technology integrated instructions significantly more than who have never attended training in the past three years. At the institutional level, result identified the contextual effect of schools' inservice training participation rates being a powerful predictor. Suggestions are recommended for educators and policymakers to make influential strategies at both individual and contextual level to change teachers' technology integrated instructions.

Citation

Chao, I.C. & Jen, T.H. (2007). Policy Evaluation on Technology Integrated Instructions of Junior High Math and Science Teaching in Taiwan. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2204-2211). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/26683/.

© 2007 Association for the Advancement of Computing in Education (AACE)

Keywords

• math
• science education
• science teachers