師資培育生數位學習媒材設計實作歷程之策略應用

Pre-service Teachers' Application Strategies for Developing and Designing Digital Learning Materials

本研究主要藉由個案實作歷程與質性研究途徑，透過訪談與自我陳述式問卷，探究師資培育生在數位實作型師資培育專業課程，運用ADDIE發展國小補充式數位學習媒材，在各階段策略模式的選用與執行歷程；並分析師資生自覺ADDIE導入數位實作型課程，對其科技知識（TK）與科技學科知識（TCK）的影響效益。研究結果發現：（一）具備教學實務經驗的師資生在ADDIE的分析階段，不僅會採用文獻探究策略，亦會加以評估學童使用數位內容時的訊息接收認知能力，進行學童的需求性評估；（二）不具備教學實務經驗的師資生在ADDIE的設計階段，除了運用教案設計的思考脈絡之外，亦能兼容運用數位遊戲設計流程圖與資訊視覺化的圖像概念，幫助執行數位學習媒材的設計與規劃；（三）進入ADDIE發展階段初期，師資生組內採專業分工，發展期間則由具視覺美感專長的成員，針對設計藍圖與發展內容進行整體與循環性參照檢視；（四）在ADDIE實施或建置階段，師資生歸納出採用四位受試者進行易用性及使用性體驗，即可獲得最經濟有效的回饋資料；（五）執行評鑑階段時，記錄與反思是師資生最廣泛採用且認為有效的策略，用以引導後續數位內容改善與優化；（六）師資生普遍認為ADDIE導入數位實作型師課程，有助於在科技知識與科技學科知識的增能，並自覺ADDIE對於科技知識本身的正面影響更大。

The present study used the qualitative approachto explore how the pre-service teachers applied the ADDIE to developing digital learning materials. Moreover, this study investigated the relationships between the ADDIE and the pre-service teachers' TK and TCK. Findings showed that: (1) in the analysis stage, the pre-service teachers with experiences in teaching practice may conduct pupils' needs analysis based on literature review and pupils' cognitive abilities of information processes; (2) in the design stage, the pre-service teachers without teaching experiences tended to use the strategies for teaching plans, associated with the ideas of gaming flowcharts and infographic design, to design their digital learning materials;(3) in the development stage, the pre-service teachers with strong skills in visual design took responsibilities for reviewing the overall group design;(4) in the implementation stage, managing the test with four users was considered to be the effective and valid approach to gaining the information for improving the prototype;(5) in the evaluation stage, keeping notes and reflection served as the effective strategies for leading the following modification; and (6) the ADDIE model could be helpful for the pre-service teachers' development of TK and TCK, and may have a more positive impact on TK.