教師科技壓力與學校創新之探究：以某國小個案研究為例

An exploration of teachers’technological pressure and school innovation: A case study of a certain elementary school as an example

在教育領域，日新月異的資訊通訊科技（ICT）不但能刺激教師之間的知識共享，達成創新的教學方式，更進一步可增進學校創新的目標。然而，教師使用科技的知識、能力與自我態度具差異化，逐漸形成教師不同程度科技壓力的現象。本研究針對教師科技壓力與學校創新的議題進行個案研究，研究發現如下：（一）教師科技壓力可能源自於科技的複雜性。（二）教師若能掌握科技優勢，可達成創新的教學方式。（三）學校的「正向氣氛」與「團隊學習」減少了教師科技壓力的恐懼，亦能有效促使學校組織創新。（四）教師的科技壓力和自我效能之間存在一種雙向關係。

In the field of education, the ever-changing information and communication technology (ICT) can not only stimulate knowledge sharing among teachers and achieve innovative teaching methods, but also further enhance the goal of school innovation. However, teachers’knowledge, abilities and self-attitudes in using technology are differentiated, gradually forming a phenomenon of teachers experiencing varying degrees of technology pressure. This study conducted a case study on the issues of teachers’technological stress and school innovation. The findings are as follows: (1)Teachers’technological stress may originate from the complexity of technology. (2)If teachers can master the advantages of technology, they can achieve innovative teaching methods. (3)The school's ''positive atmosphere'' and ''team learning'' reduce teachers' fear of technological pressure and can also effectively promote school organizational innovation. (4)There is a two-way relationship between teachers’technology pressure and self-efficacy.