| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 89 === The case study was to investigate the instructional decision-making processes and their factors that related to integrate computers into instruction in the elementary school. The purpose of the study was to gain new understandings about the research tendency of integrating computers into instruction from analysis of related literature, to examine factors that related to a teacher’s using computers in classroom, to describe a teacher’s problems in instructional processes and the strategies to solve the problems, and to analyze the processes of instructional attitude changed through the teacher’s self-reflection.
Data were collected by the following ways: (a) interviewing the teacher and thirty-four students who participated in the study, (b) conducting observation of activities in which the teacher using computers, and (c) examining documents produced from the teacher in the instructional processes. The data were analyzed and developed using a qualitative methodology.
The five conclusions in this research are as follows:
1.The research tendency of integrating computers into instruction included five research topics as building a web learning system, striding across space-time characteristics, strategies of integrating computers into instruction, teachers’computer literacy and students’ learning attitudes.
2.In the study, the teacher''''s instructional thought always had obvious interaction with real instructional event in the processes. The teacher''''s decision about integrating computers into instruction was complicated and its factors included five aspects such as the teacher’s instructional experiences, attributes of lessons, functions of personal computers, the teacher’s computer literacy and students’computer literacy.
3.The instructional strategies were to be changed when problems happened, including the problems of students’ learning, course adaptation and poor condition of personal computer equipment.
4.The teacher''''s instructional decision-making processes about integrating computers into instruction proceeded from instructional planning designed by the teacher’s thought to teach in the classroom. The instructional decision-making factors included student’s learning performance, the teacher''''s self-reflection, and interference from computer technology for students sometimes.
5.With the growth of the teacher’s instructional experience and self-reflection, the teacher will change his or her instructional attitude.
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