教師信念、情境因素與台灣高中教師的資訊融入教學

Teacher beliefs；contextual factors；and Taiwanese high school teachers' integration of technology into the classroom

本研究的目的在於描述台灣高中教師如何融入資訊科技於其教學，並且探討教師教學信念以及其對於科技的信念對於資訊科技融入教學的影響，以及研究各種情境因素如何影響教師信念以及教師在教學過程中對於科技的使用。十二位台灣的高中教師參與此研究計畫，而資料的收集方法包含：課堂觀察、訪談及閱讀各類相關文件。研究結果發現教師對於教學的信念，以及其對於科技在教學上潛力的信念，確實影響到教師如何融入資訊科技於其教學。然而，這些信念並不是影響參與教師決策最主要的因素；取而代之的，主要的影響因素是教師對於採用科技於課室教學時，可能產生的種種阻礙的考量。研究發現並提供各種不同的思考方向，來幫助教育者有效地融入資訊科技以提昇教學。

The purposes of this study were to illustrate Taiwanese high school teachers' integration of technology into the classroom， to explore the influence of both the teachers' pedagogical beliefs and beliefs about the potential of technology， and to explore how contextual factors affect teacher beliefs and teacher practices regarding teachers' technology use. Twelve Taiwanese high school teachers participated in this project. Data were collected from classroom observation， interviews， and reviews of documents. The study found that teachers' pedagogical beliefs and beliefs about the potential of technology affected the teachers' integration of technology into the classroom. However， these beliefs were not primary factors influencing participants' decisions regarding technology integration. Instead， primary mediating factors were teachers' concerns about obstacles to technology use in the classroom. The findings illuminate the diverse ways in which educators from different educational systems can improve teaching and learning through effective technology use.