應用科技內容教學知識（TPACK）理論架構發展資訊科技融入教學創新教學模式之啟示

An Exploratory Study of Information Technology Coordinating Team by using Technological Pedagogical Content Knowledge Model

現今教師資訊科技融入教學模式發展之關鍵，實當著重於教師學科專門領域知識、教學知識與科技知識之融合應用與提昇。立基於上述期望與規劃，本研究以Mishra與Koehler於2006年所提倡之科技教學內容知識（Technological Pedagogical Content Knowledge, TPACK）理論架構為主軸，探究現今教師發展資訊科技融入教學創新教學模式所當具備的知能。本研究之目的為透過TPACK理論架構之探究，提出資訊協同團隊（Information Technological Coordinating Team, ITC Team）應用發展模式，藉由組長、課程設計與開發組、多媒體教材製作組與線上（現場）教學者之清楚分工，歷經系統化之資料階段、資訊階段與知識階段，以期發展與歸納可行且具價值之資訊科技融入教學創新教學模式，進而提供教學者、學校團隊、教育主管機關與研究者未來發展與推廣之參考。

In recent years, the integration of technology into teaching and learning has been recognized as one of the most important issues in educational settings. The purpose of this study is to propose a conceptual and operational model, the Information Technology Coordinating Team (ITC Team) model by using Technological Pedagogical Content Knowledge Model, at the elementary-school level. Also, this model specifies the roles and tasks performed by each participating teachers and personal. A case was also outlined to realize the model. We expect this model can assist collaboration among teachers and to ensure teachers＇ adoption learning successfully.