論文代寫-ICT融入讀寫教學態度和信念的研究方法，本文采用定性研究的方法，它被用來了解潛在的原因、觀點和動機(Coles & McGrath, 2010)。為了探究研究問題，有必要深入了解被試對ICT融入讀寫教學的態度和信念。研究中使用的調查策略是描述現有條件的性質(Denscombe, 2007)。在本文中，存在的條件是指教師在某個時間點對ICT融入識字教育的想法和看法。在縱向研究中，調查策略可以提供教師當時的想法和感受的快照。Coles和McGrath(2012)認為，問卷是一種收集調查數據的方法。因此，本文采用問卷調查的方法，探究教師對ICT融入讀寫教學的影響因素的感知。接下來有關論文代寫-ICT融入讀寫教學態度和信念的研究方法分享給大家閱讀。
The research methodology section has been added in order to present the methods used for data collection and the analysis methods also. Research methodology, data collection methods and analysis are the core to presenting to a sturdy research based on carefully collected findings from practice, and informed in theory.
In this paper, qualitative research is used. It is used to gain an understanding of underlying reasons, opinions and motivations (Coles & McGrath, 2010). In order to explore the research question, it is necessary to have an insight into subjects’ attitudes and beliefs regarding ICT integration into literacy teaching. The survey strategy made use of in the research is to describe the nature of existing conditions (Denscombe, 2007). In this paper, the existing conditions refer to the thoughts and perception of teachers on ICT integration into literacy education at a point in time. Survey strategy could provide a snapshot of what teachers think and feel at that moment as in the case of a longitudinal study. According to Coles and McGrath (2012), questionnaire is a method that collects survey data. Thus, in this paper, to explore teacher’s perception of what factors that influence ICT integration into literacy teaching, questionnaire is a survey method that is being used. However, considering that the target population for this paper is relatively small and site specific, it is necessary to adopt a semi-structured questionnaire. . A semi structured questionnaire is described by Cohen, Manion, & Morrison (2011) is one with more open and word-based questions, and is recommended for site-specific case studies. The data collected by questionnaires are facts and opinions and supplied by participants as they respond to questions (Denscombe, 2007). This questionnaire includes closed and open questions. Closed questions are those that prescribe options from which respondents must choose, and they are more quickly code-able and more easily analyzed (Cohen, Manion, & Morrison, 2011). Open questions are useful for generating rich and personal data and to allow participants to answer as much as they wish (Cohen, Manion, & Morrison, 2011). Open questions could let teachers to add their opinions for closed questions. Sometimes, only through closed question, we cannot understand the reason why people choose this not that. The use of open questions hence enables the researcher to collect newer data and to a certain extent also acts to prevent bias from the research end. However, one weakness of adding open questions, it may take teachers a very long time to finish it. They may lose their patience to finish it.
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