影響教師實施資訊科技融入教學的因素探討

Abstract

本研究以個案研究法探討影響教師實施資訊融入教學之因素，研究中的三位個案教師分別來自高中、國中、及國小，均具備成功的資訊科技融入教學實施經驗。本研究蒐集個案教師的資料包括：問卷、兩次教師及其同事之訪談、與兩次課堂觀察，分析內容包括：設備、教材、時間、政策、行政、同儕、與資訊人員等七項外在因素，以及個人意願、電腦自我效能、教學信念、專業進修等四項內在因素。本研究發現影響教師實施資訊融入教學的共同因素有：單槍與電腦的設備、提高學習效果與師生互動的教材、大量投入的休閒時間、強烈的個人意願、足夠的電腦自我效能、相信資訊科技能提高教學成效的教學信念、以及能觸發新想法的專業進修；非共同因素則是：政策、行政、同儕支持與資訊人員支援等因素。最後本研究並針對政策推動者及實施資訊融入教學的教師分別提供建言，以作為推廣或導入資訊科技融入教學的參考。

This study investigated factors which affected teachers’ implementation of technology-integrated teaching. Three K-12 teachers with successful technology integration experiences were selected as the cases of the study. For each case, factors were explored from two perspectives: external factors, including equipment, teaching materials, time, policy, administration, colleagues, and technical support; and internal factors, including teacher’s willingness, technology capability, teaching belief, and professional development. A questionnaire, interviews with the case teachers and their colleagues, and classroom observations were organized to collect data from the cases. The data analysis results showed that equipment, teaching materials, time, willingness, and technology capabilities were the common factors that affected the three case teachers’ use of technology in their teaching; while policy, administration, colleagues, and technical support had less effect on their use. Suggestions for promoting teachers’ implementation of technology integrated teaching were provided.