台灣國小教師AI-TPACK表現情形之調查研究

A Survey Study on AI-TPACK Performance among Elementary School Teachers in Taiwan

本研究旨在調查台灣國小教師在AI-TPACK構面上的表現情形，分析性別、學歷、教學年資及職務對AI科技應用於教學的影響。本研究分析120份國小教師填答的AI-TPACK量表，資料整理後進行獨立樣本t檢定，研究結果顯示，男性教師在AI-TPACK、AI-TPK、AI-TCK與AI-TK等AI相關構面上的表現顯著優於女性教師，反映男性教師在科技應用上的自我效能與自信心較高。此外，教學年資10年以上的教師在AI-TPACK、AI-TPK、AI-TCK、AI-TK和PK構面上表現顯著優於教學年資10年以下者，顯示資深教師在AI應用整合中更具靈活性。研究亦發現職務為非導師的教師在AI-TPK和AI-TCK構面上的表現顯著優於導師，顯示導師角色的多重任務可能影響其AI整合的意願與實際操作。鑑於AI-TPACK對教師專業素養的提升有重要意義，建議師資培育階段將AI科技應用從懸缺課程納入正式課程，並透過實踐導向的專業發展社群及協作行動研究，促進教師AI應用能力的增能與提升。

This study aims to investigate the AI-TPACK performance of elementary school teachers in Taiwan, analyzing the effects of gender, educational background, teaching experience, and job roles on their application of AI technology in teaching. The study analyzed responses from 120 elementary school teachers using the AI-TPACK scale. Results show that male teachers scored significantly higher in AI-related domains, such as AI-TPACK, AI-TPK, AI-TCK, and AI-TK, reflecting higher self-efficacy and confidence in technology application. Additionally, teachers with over 10 years of teaching experience scored significantly better in AI-TPACK, AI-TPK, AI-TCK, AI-TK, and PK domains, indicating that experienced teachers are more flexible in integrating AI. The study also found that non-homeroom teachers performed significantly better than homeroom teachers in the AI-TPK and AI-TCK domains, suggesting that the multiple responsibilities of homeroom teachers may impact their willingness and ability to integrate AI. Given the significance of AI-TPACK in enhancing teachers' professional competence, it is recommended that AI technology application be formally included in teacher training programs, moving from an elective to a required course. Additionally, practice-oriented professional development communities and collaborative action research are recommended to enhance teachers' AI application skills.