國中教師應用科技之教學歷程探究：地理科教師應用教學科技之個案研究
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2006
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Abstract
本研究採用個案研究法，針對一位臺北市國民中學地理科教師的應用科技教學歷程，運用半結構式的直接觀察與訪談，進行長約一年半的質性研究。研究結果發現：個案教師對於「教學效能」的信念包括：（一）教學必須求新求變，以達成教學目標（二）肯定科技的便利性（三）科技有助於提升學習興趣（四）應用科技教學減低學生思考頻率（五）資訊科技限制教學靈活度（六）科技在教學上的應用，追不上科技的發展；個案教師對於「教師與學習者成就關係」的信念包括：（一）學生的學習依賴教師（二）教師轉化知識的能力影響學生的學習。
其次，真正影響教師應用教學科技的主要因素有二：（一）人格特質：追求成長、關懷學生（二）實際工作經驗才是真正的關鍵影響因素。個案教師教學歷程中應用資訊科技的方式很多元，同樣是電腦簡報的運用，但簡報有時用來引起動機、有時呈現圖表摘要重點、有時播放影片加深學習效果、有時呈現試題，作為評量的工具。再者，關於教師應用教學科技之層次，個案老師對於革新的接受度屬於「早期多數者」，而其應用教學科技的層次屬於「整合／機械化」程度。最後，個案教師應用教學科技所遭遇的困難有六項：分別是教學準備時間不夠、欠缺研究應用教學科技的團隊、教學資源取得不易、資訊能力有限、數位落差明顯、以及應用科技同時產生限制。
This case study employs methods of observation and interview to explore teaching process of applying instructional technologies (I.T.). First, according to the results, the teacher’s beliefs of teaching and technology include: 1.There are gaps between teacher educational courses and teaching practices. 2.Students nowadays are very dependent. 3.Technology helps to promote students’ learning interests. 4.Applying technologies may block students’ thinking. 5.Applying technologies may restrict the flexibility of teaching. 6.The application of technologies falls behind the development of technologies. Second, the main influential factors of teacher’s application of I.T. are teacher’s character and work experience. Besides, the teacher observed mainly uses powerpoints in class; however, powerpoints are used in multiple ways, such as：to motivate learning, to delivery concepts, to summarize points, or to give a test. Third, the teacher’s level of adoption innovation is「Early Majority」, and her level of application of I.T. is 「Integration/ Mechanic」. Last, the difficulties in teacher’s application of I.T. are shortage of time, lack of team support, difficulties of getting teaching resources, insufficiency of I.T. capability, digital gaps between students, and the restrains of I.T. itself.
This case study employs methods of observation and interview to explore teaching process of applying instructional technologies (I.T.). First, according to the results, the teacher’s beliefs of teaching and technology include: 1.There are gaps between teacher educational courses and teaching practices. 2.Students nowadays are very dependent. 3.Technology helps to promote students’ learning interests. 4.Applying technologies may block students’ thinking. 5.Applying technologies may restrict the flexibility of teaching. 6.The application of technologies falls behind the development of technologies. Second, the main influential factors of teacher’s application of I.T. are teacher’s character and work experience. Besides, the teacher observed mainly uses powerpoints in class; however, powerpoints are used in multiple ways, such as：to motivate learning, to delivery concepts, to summarize points, or to give a test. Third, the teacher’s level of adoption innovation is「Early Majority」, and her level of application of I.T. is 「Integration/ Mechanic」. Last, the difficulties in teacher’s application of I.T. are shortage of time, lack of team support, difficulties of getting teaching resources, insufficiency of I.T. capability, digital gaps between students, and the restrains of I.T. itself.
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教學科技, 教學歷程, 個案研究, 質性研究, instructional technology, teaching process, case study, qualitative research