Narrative Inquiry for Teaching Praxis of a Junior High School Teacher to Integrate Technology into Instruction

[[abstract]]在資訊科技蓬勃發展的時代，資訊科技融入教學被各國教育視為是重要的教育課題，其中教師是政策實施的成功關鍵。然而，研究成果雖肯定資訊科技的成效，但卻發現真正落實在教學現場的教師仍佔少數，故教師在教學現場實施運用的情況，當中遭遇、挫折以及轉變實是值得我們進一步做深入的探討，給予基層教師自我省思與發聲的機會。因此，本研究採取敘事探究取向，利用研究者即敘事者的方式，探討不同階段的生命經驗如何影響教師運用資訊科技融入教學的信念與實踐歷程，及當中教學的轉變，最後發展出教師個人的實踐知識與自我意義，以豐碩資訊科技融入教學之經驗論述。 研究發現，資訊科技的能力、教學信念與成功經驗的成為教師能動力的關係；其次，教師的動力與教學環境的磨合與互視，發展出資訊科技融入教學的教師實踐知識；最後，教師資訊科技融入教學是一個變與不變的動態歷程。 故，研究者以「抉擇」、「轉變」、「建構」為核心，總結教師運用資訊科技融入教學實踐歷程的敘事分析與詮釋，其結論為： 壹、成長經驗促成教師教學信念的建立，資訊科技能力與成功經驗，強化教師教學的信念，形成教師個人專業認同，成為教師實施資訊科技融入教學的可能。 貳、資訊環境的限制、九年一貫合科教學政策、升學主義、學生與教師對於訊科技融入教學的態度與時間等因素是影響教師運用資訊科技融入教學意願的重要因素。 參、教學省思、教學狀況與教學信念是影響教師實踐知識轉變的主因，使資訊科技融入教學之實踐形成變與不變的歷程。 肆、教師運用資訊科技融入教學的實踐知識的信念為「凡事對學生有幫助，教師都應該勇於嘗試」，使得學生能樂於學習。 伍、教師運用資訊科技融入教學需經歷信念確立、磨合、發展教學模式、自我認同四個階段。[[abstract]]In the information technology boom era of information technology into teaching by national education as an important subject of education, where teachers are the key to the success of policy implementation. However, despite positive research the effectiveness of information technology, but found that the real implementation of the teachers in the teaching field still a minority, and therefore the use of field application in teaching situations, which suffered setbacks as well as the change is actually worth doing in-depth discussions to further to give the grass-roots teacher self-reflection and vocal opportunities. Therefore, this study explored the narrative approach to the use of researchers that is the way the narrator to explore the different stages of life experience can affect use of information technology into teacher beliefs and practice of teaching the course, and among them the transformation of teaching and finally develop individual teachers The practical knowledge and self-meaning, to rich experience in integrating information technology into teaching discussion. The study found that IT capability, the successful experience of teaching beliefs and motivation to become teachers of the relationship; secondly, the driving force of teachers and teaching environment, the run-in with each other depending on the development of information technology into the teaching of a practical knowledge of teachers; and finally, teachers integration of IT into teaching is a dynamic process of change and change. Therefore, the researchers of "choice", "change", "construction" as the core conclusion of teachers use of information technology into teaching practice, course of the narrative analysis and interpretation of its conclusions as follows: First, growth had contributed to the establishment of teaching beliefs, information technology capabilities and successful experiences, strengthen teacher's teaching beliefs, the formation of personal and professional identity of teachers to become teachers in the implementation of information technology into teaching possible. Second, Information to environmental constraints, curriculum co-language teaching policies, academic advancement, students and teachers into the teaching of science and technology for the hearing and time the attitude of teachers, and other factors affecting the use of information technology into teaching will of important factors. Third, Teaching reflection, teaching status and teaching beliefs that affect the main reason for changes in practical knowledge of teachers, so that integrating information technology into teaching practice to change and shape the course. Fourth, Teachers use of information technology into the teaching of practical knowledge of the faith as "everything there is to help students, teachers should have the courage to try" to enable students to love learning. Fifth, Teachers use of information technology into the teaching experience of faith required to establish, adjustments, and development of teaching styles, self-identify four stages.[[note]]碩