A Study of Information-Access and Fake Information Experiences among Elementary School Teachers

This study explores Taiwan elementary school teachers’ experiences in information acquisition and their reactions to fake information. The research employs a survey method, using questionnaires to assess the responses from school teachers. The research results from 199 valid data indicate that teachers predominantly rely on online resources as their primary source of daily information. Teachers are cautious about verifying teaching-related information. The experiences of receiving misinformation are related to the messages they encounter in their daily lives. Approximately 70% of school teachers have utilized information verification tools. They strongly agree that misinformation is more likely to be mistaken as true for as it spreads over time. Faced with various types of fake information, teachers experience high level of negative emotional impact, and they also have a strong desire for effective strategies to prevent the spread of fake information. Based on researching findings, recommendations are provided.