國立臺灣師範大學科學教育研究所Chien, Y. T.Chang, C. Y.Yeh, T. K.Chang, K. E.2014-12-022014-12-022012-05-010742-051Xhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42481This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.Technology integrationTeacher educationTeacher preparationInstructional design