本研究旨在探討高高屏地區國小特教教師運用電腦融入教學的意願並分析現階段高高 屏地區國小特教教師運用電腦融入教學的困擾因素為何？以及不同個人背景的高高屏地區 國小特教教師在運用電腦融入教學意願上的差異，最後希望藉由教師的個人背景與困擾因 素來預測高高屏地區國小特教教師運用電腦融入教學的意願程度。本研究之結果發現如 下：一、高高屏地區國小特教教師具有運用電腦融入教學意願。二、「時間」與「資源設備」 是影響高高屏地區國小特教教師運用電腦 融入教學意願的全面性問題。三、男性、特教服 務年資五年以內、曾運用電腦軟體融入教學、家中有二部(含)以上電腦、教師平均年齡在 三十五歲以下之高高屏地區國 小特教教師，對運用電腦融入教學意願較高。四、任教於啟 聰、啟仁及資源班之高高屏地區國小特教教師，對運用電 腦融入教學意願較高。五、個人 背景變項與困擾因素可以有效預測高高屏地區國小特教教師運 用電腦融入教學意願，其預 測力約為 24%至 48.5%之間。六、「電腦素養困擾」是對高高屏地區國小特教教師運用電腦 融入教學意願最具預測力的變項。根據上述之研究結果，本研究對教育行政機關、高高屏 地區國民小學及後續研究方面提出具體建議，作為未來高高屏地區國小特教教師實施電腦 融入教學之參考。

This research was aimed at investigating the willingness and disturbing factors of using technology integration for elementary school special education teachers in Kaohsiung and Pingtung areas. I was interested in analyzing the main disturbing factors for them to use technology integration and the differences between teachers’ background rendering to different degrees of willingness. We could predict the degree of willingness for them to use technology integration based on the above analysis of disturbing factors and personal backgrounds. The major findings of this research were listed as follows:（1）the Elementary School Special Education Teachers in Kaohsiung and Pingtung areas were willing to use technology integration；(2) time and resource in terms of equipment availability were general problems for them to consider using technology integration；(3) The elementary school special educatiun teachers in Kaosiung and Pingtung areas, who are male teachers, teachers who have been teaching within five years, teachers who have aleady used computer sofeuere to intergrate technology, teachers who have more than two computers at home or teachers whose average age within thirty-five years old have higher degree of willingness.；(4) teachers teaching in Class for the Deafness, Class for the Blindness and Resource class have higher degree of willingness；(5) the personal background variables and disturbing factors can effectively predict the willingness with predictability between 24% and 48.5%；(6) the disturbance of using computers was the variable with the strongest predictability. Constructive suggestions of using technology integration were elaborated based on this research results for education administration and elementary school special education in Kaohsiung and Pingtung areas.

特教教師 ； 電腦融入教學 ； 意願 ； 困擾因素

 special education teachers ; technology integration ; willingness ; disturbing factors