本研究目的主要探討互動式電子白板(InteractiveWhiteboard，IWB)應用於國 小高年級資訊素養課程教學之研究。以屏束市國小五年級六個班級學生為對象，有效樣本共190人，採用準實驗研究法。實驗組為應用互動式電子白板於教學，共90人，控制組為一般電腦教學，共100人，進行三節課共120分鐘的網路資訊素養的課程教學。在教學過程中，兩手且均進行學習成就測驗前測與後測，以及教育科技使用態度量表填寫。研究發現如下:(一)電子白板實驗組與資訊融入控制組國小學童學習效果無顯著差異。(二)電子白板實驗組與資訊融入控制組科技學習態度有顯著影響。(三)透過科技易用性對科技使用態度之中介效果較高於科技有用性對科技使用態度之直接效果。

The purpose of the study was to examine the impacts of incorporating Interactive Whiteboard into information literacy lessons. Quasi-experimental design was employed for 190 fifth grade elementary students in Pingtung City. The experimental group was 90 students using Interactive Whiteboards during instruction but the controlled group was 100 students using information technology integrated into instruction. Each group would spend 120 minutes during three weeks on the information literacy lesson. In learning activities， both two groups also took learning achievement pre-test before teaching and learning achievement post-test after teaching and the survey of attitudes towards using Interactive Whiteboard. The results of this study showed as followed: (1)There was no significant learning effectiveness between the students in experimental group and the students in control group. (2) There were significant learning attitudes between the students in experimental group and the students in control group. The students participated in the Interactive Whiteboardgroup scored higher in learning attitudes than the students participated in information technology integrated into instruction group. (3) The indirect effect of perceived ease of using Interactive Whiteboard to attitudes toward using Interactive Whiteboardwas higher than the direct effects of perceived useful learning to attitudes toward using Interactive Whiteboard.