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An Investigation of the Actual Practice of Instructional Design at Elementary Schools in Taipei-- From Teachers' Perspective
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, Tamkang University, Taiwan ; , National Taipei University of Technology, Taiwan ; , Tamkang University, Taiwan ; , National Taiwan Ocean University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The study aims to understand how elementary school teachers design instruction, and tries to make a comparison to the professional implementation. A survey questionnaire is used to collect data. The subject randomly selected twenty-five schools and distributed 373 survey questionnaires. There are 248 returned surveys collected between April and May 2005, with twenty-five invalid replies. The valid return rate was 59.8 percent. The alpha coefficient was 0.981 for the combined scales. The results show that elementary school teachers spent most time in the Implementation phase of the instructional design process, and the least in the Evaluation phase. Findings also suggest that personal factors, such as certain gender, highest degree, job position, and instructional design experience, affected the actual practice of instructional design.

Citation

Ho, L.A., Kuo, T.H., Tsai, S.H. & Kuo, Y.K. (2006). An Investigation of the Actual Practice of Instructional Design at Elementary Schools in Taipei-- From Teachers' Perspective. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1218-1224). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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