在特殊教育的領域中資訊通訊科技 (Information and Communication Technology, ICT) 的發展與應用愈來愈受到重視，教師在課程中已經常運用資訊通訊科技融入教學，並將教學策略與教材融入科技。然而，近年來研究指出，資訊通訊科技應用於特殊教育教學發展卻逐漸緩慢，據此，本研究旨在探討中等學校特殊教育教師對科技及網路運用在教學之看法與困境。本研究以60名任教中等學校之特殊教育教師進行質性訪談，將訪談內容錄音轉譯成逐字稿以現象圖形學法進行分析，另輔以量化問卷「網路教學內容知識之自我效能問卷」瞭解特殊教育教師科技學科教學知識 (Technological Pedagogical and Content Knowledge, TPACK) 及網路學科教學知識 (Web-based Pedagogical Content Knowledge, WPCK) 的感知認同程度並進行階層迴歸分析。
研究結果發現，整合質性訪談資料與量化數據具有相同的趨勢，任教中等學校之特殊教育教師對於科技的看法中，「工具」是主要影響教師科技學科教學知識的因素，而「知識寶藏」及「遊歷」是主要影響教師網路學科教學知識的因素。此外，中等學校特殊教育教師對科技及網路融入教學的困境則呈現相同的趨勢，以「教學成本」變項為主，其後依次為「教學效果受限」、「設備」、「素養」及「技術與理論知識」。階層迴歸分析結果顯示，相對於大學學歷任教國中教育階段特殊教育教師之TPACK而言，碩士學歷以上的教師具有顯著的解釋力；相對於任教國中教育階段特殊教育教師之TPACK與WPCK而言，任教高中職教育階段的教師具有顯著的解釋力。

In the field of special education, the development and application of information and communication technology (ICT) has been highly regarded. Teachers often use ICT in the curriculum to integrate teaching strategies and teaching materials into technology. However, in recent years, researches have pointed out that the development of application of information and communication technology in special education has gradually slowed down. Based on this, the aim of this study is to explore the perceptions and barriers of utilizing technology and internet in secondary school special education teachers. In this study, 60 special education teachers worked in secondary schools were interviewed. The interview contents were translated into verbatims to conduct a phenomenographic analysis, supplemented by quantitative questionnaire investigation "Teachers’ self-efficacy toward the web pedagogical content knowledge" to understand teachers’ perceived degree of acceptance of Technological Pedagogical and Content Knowledge (TPACK) and Web-based Pedagogical Content Knowledge (WPCK).
It was found that the data of interview contents and quantitative questionnaire investigation reveal a same trend that the "tool" is the main factor influencing the TPACK of the teachers and the "treasure of information" and the "tour/travel" are the main factors influencing the WPCK of the teachers. Besides, the barriers faced by secondary school special education teachers on utilizing Technology and Internet in teaching reveal a trend that the "teaching cost" is the main factor, followed by "teaching effectiveness", "equipment", "literacy" and " technical and theoretical knowledge". Futhermore, the results also show the followings: compared to teachers with bachelor's degree, master degree special education teachers tend to perceive more about TPACK; and compared to junior high school special education teachers, senior high school special education teachers tend to perceive more about TPACK and WPCK.

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