東臺灣高中教師的數位與AI素養探究──五位教師的挑戰與建議

Exploring Digital and AI Competencies on High School Teachers in Eastern Taiwan: Challenges and Recommendations from Five Case Studies

本研究探討東臺灣高中教師的數位與人工智慧（AI）素養、應用方式及面臨的挑戰。透過質性多個案研究，選取五位不同科目與職務的教師，進行半結構式訪談，以揭示其數位與AI素養、運用情況及挑戰。研究結果顯示，數位與AI素養較高的教師在教學中運用更多數位工具，而具基本數位素養的教師亦展現興趣使用ChatGPT、Kahoot、GeoGebra和iPad等工具，以提升教學成效與學生參與度。然而，教師仍面臨技術困難、課堂管理挑戰及數位設備不足的問題，特別是在偏鄉地區。研究建議政策制定者與教育機構提供量身打造的教師專業發展計畫、公平資源分配，以及以人為中心的AI應用策略，以促進數位與AI技術在教育中的有效應用，改善教學實踐，提升東臺灣學生的學習成果。

This study explores the digital and artificial intelligence (AI) literacy among high school teachers in eastern Taiwan, focusing on their application methods and challenges. Through a qualitative multiple case study, the study conducted semi-structured interviews with five teachers from various subjects and positions to assess their digital and AI literacy, usage patterns, and encountered difficulties. The findings indicate that teachers with higher levels of digital and AI literacy tend to use more digital tools into their teaching. However, even those with basic digital literacy show interest in using tools such as ChatGPT, Kahoot, GeoGebra, and iPads to enhance teaching effectiveness and student engagement. Despite these benefits, significant challenges remain-especially in resource-limited rural areas-including technical issues, classroom management difficulties, and uneven access to digital equipment. This study recommends that policymakers and educational institutions implement tailored professional development programs for teachers, ensure equitable resource distribution, and adopt a human-centered approach to AI applications. These strategies aim to promote the effective integration of digital and AI technologies in education, improve teaching practices, and enhance student learning outcomes in eastern Taiwan.